School-Sponsored Before, After and Extended School Year Programs: The Role of the School Nurse. Position Statement

ERIC Educational Resources Information Center

Clark, Elizabeth; Buswell, Sue Ann; Morgitan, Judith; Compton, Linda; Westendorf, Georgene; Chau, Elizabeth

2014-01-01

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) has the educational and clinical background to coordinate the necessary school health services to provide students with the same health, nutrition, and safety needs while attending…

76 FR 67195 - Announcing the Award of a Single-Source Program Expansion Supplement Grant to the Johns Hopkins...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-31

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Administration for Children and Families Announcing the... School of Public Health in Baltimore, MD, To Support the Development of a Human Services National... extend an award made to the Johns Hopkins University (JHU), Greenberg School of Public Health in...

How Far Is Leadership Distributed in Extended Services Provision?

ERIC Educational Resources Information Center

Fuller, Kay; Parsons, Sarah; MacNab, Natasha; Thomas, Hywel

2013-01-01

This study focuses on the leadership engagement of children, young people (CYP) and their families in six school-based extended services (ES) clusters in a single, large, urban local authority in England. Empirical research was carried out in two strands of activity that focused on outcomes and experiences for CYP and leaders and leadership.…

Teaching community oriented primary care in a traditional medical school: a two year progress report.

PubMed

Klevens, J; Valderrama, C; Restrepo, O; Vargas, P; Casasbuenas, M; Avella, M M

1992-08-01

Efforts are being made to extend the practice of Community Oriented Primary Care by reorienting existing health services or restructuring medical education curricula. Nevertheless, changes in education must be simultaneous to changes in health services so that health professionals trained in COPC will find areas to practice COPC. The experience described in this article presents an effort in these two directions. A teaching program was introduced in a traditional medical school curriculum and was extended to six health services by training the directors of the health service as teaching instructors of COPC or closely coordinating actions with the director of the health service. The results of the program show fulfillment of learning objectives and student satisfaction with the program. Evaluations of the development of COPC in the health services involved show modifications in health programs to meet community needs and stronger community leadership and organization.

Future Teachers Debate Charter Schools on Facebook: Analysing Their Political Subjectivities

ERIC Educational Resources Information Center

Nairn, Karen; Anderson, Vivienne; Blanch, Keely

2018-01-01

We argue that Garrett and Segall's concepts of "doing school" and "pushing back" are valuable tools for analysing pre-service teachers' political views of neoliberal education reforms such as the introduction of charter schools. We extend Garrett and Segall's conceptualization by hybridizing "doing school" and…

Innovation in Services: A Lancastrian Approach to the Field of E-Learning

ERIC Educational Resources Information Center

Shivdas, P. Avinash; Sivakumar, Soumya

2016-01-01

Innovation in services is one of the prime drivers of several economies. There are various schools of thought that have emerged over the past few decades in this area. The present paper focuses on the evolution of the "synthesis" school of thought. It contributes to literature by extending the framework proposed by Lancaster ("The…

How School Social Workers Integrate Service Opportunities into Multiple Elements of Practice

ERIC Educational Resources Information Center

Leyba, Erin

2010-01-01

This article reports the results from a research study regarding how school social workers extend opportunities for students to volunteer, serve others, or contribute to their communities and how social workers engaged students in service activities within their roles. The results are one part of the findings of a large research study on the role…

Differentiated Effects of Community Schooling on Cognitive and Social-Emotional Learning Outcomes

ERIC Educational Resources Information Center

Heers, Marieke; Ghysels, Joris; Groot, Wim; van den Brink, Henriëtte Maassen

2015-01-01

Community schools are becoming increasingly popular. They aim to enhance children's educational performance by offering extended educational and social services. As community schools mainly focus on disadvantaged children, this study evaluates the effects of community schooling on the educational outcomes of these pupils. We focus on care pupils…

United States Catholic Elementary and Secondary Schools 1993-1994. Annual Statistical Report on Schools, Enrollment and Staffing.

ERIC Educational Resources Information Center

Brigham, Frederick H., Jr.

Since 1969-70, the National Catholic Educational Association has published a statistical report on Catholic elementary and secondary schools in the United States. This year's report contains the core school enrollment and staffing data from the Association's database and includes data on Chapter 1 services, extended care programs, school boards of…

Custodians/Security Program Evaluation.

ERIC Educational Resources Information Center

Ennis, Bob

The Custodians/Security Department is a support service of the Des Moines (Iowa) Independent Community School District. Responsibilities of the department do not stop with the care of the facility, but extend to providing a clean, safe environment for all who use school facilities. Program evaluation in the 1993-94 school year reveals a total…

All That Money and for What Purpose? Examining Selected State Departments' of Education Accountability for Implementation, Monitoring, and Evaluation of Supplemental Education Services

ERIC Educational Resources Information Center

Giles, Bethany A.

2013-01-01

This study examined the accountability of selected state departments of education on how they implemented, monitored, and evaluated Supplemental Education Services (SES). No Child Left Behind (NCLB) requires low-performing Title I schools to use federal funds to extend the school day for at-risk children by providing SES afterschool programs. This…

Ideological and Personological Correlates of Participation in High School R.O.T.C.: Some Good News.

ERIC Educational Resources Information Center

Polson, Linda A.; And Others

Concern for the social psychological effects of military service, particularly its effect on authoritarianism and political conservatism extends to military training programs on university and secondary school campuses. This study examined the relationship between participation in a high school Marine Corps Junior Reserve Officer Training Corps…

Full Service and Extended Schools, Disadvantage, and Social Justice

ERIC Educational Resources Information Center

Dyson, Alan

2011-01-01

Despite successive waves of school reform, the English education system, like many others, continues to be characterized by marked inequalities of outcome. These seem to be related to factors in students' family, community and wider societal contexts that schools traditionally have been powerless to tackle. This paper argues, however, that schools…

Supporting Children Facing the Deployment of a Parent

ERIC Educational Resources Information Center

Rahill, Stephanie

2013-01-01

As the cycle of deployments to war zones by military service members and other federal government employees continue, school psychologists likely have encountered or will encounter children in their schools who have been dealing with an absence of a parent for extended periods of time. While some school psychologists who live and work near major…

For Sale--Primary Physical Education. 20 British Pounds per Hour or Nearest Offer

ERIC Educational Resources Information Center

Griggs, Gerald

2010-01-01

With the pressures of time and finance schools find themselves under, such as the need to meet ever-increasing Public Service Agreement targets for pupil participation in physical education (PE) and school sport, the need to provide extended school hours and the need to cover planning, preparation and assessment (PPA) time, sports coaches are…

Maximizing ESY Services: Teaching Pre-Service Teachers to Assess Communication Skills and Implement Picture Exchange with Students with Autism Spectrum Disorder and Developmental Disabilities

ERIC Educational Resources Information Center

Hill, Doris Adams; Flores, Margaret M.; Kearley, Regina F.

2014-01-01

The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Each classroom was responsible for conducting communication assessments and developing interventions focused on…

School Neuropsychology Consultation in Neurodevelopmental Disorders

ERIC Educational Resources Information Center

Decker, Scott L.

2008-01-01

The role of school psychologists with training in neuropsychology is examined within the context of multitiered models of service delivery and educational reform policies. An expanded role is suggested that builds on expertise in the assessment of neurodevelopmental disorders and extends to broader tiers through consultation practice. Changes in…

Virtual Reference Services.

ERIC Educational Resources Information Center

Brewer, Sally

2003-01-01

As the need to access information increases, school librarians must create virtual libraries. Linked to reliable reference resources, the virtual library extends the physical collection and library hours and lets students learn to use Web-based resources in a protected learning environment. The growing number of virtual schools increases the need…

The Emergent Charter School Model for Ninth Grade Mildly Disabled United States Students: Extending to Africa

ERIC Educational Resources Information Center

Vincent, Emmanuel Teah

2009-01-01

An ethnographic, descriptive research methodology was used to explore the service delivery of three U.S. charter schools (one independent and two dependent secondary public charter schools) in Southern New England, United States as they relate to grade nine mildly disabled special needs students. Field research was also conducted in Costa Rica and…

Cost-Effectiveness of a School-Based Emotional Health Screening Program

ERIC Educational Resources Information Center

Kuo, Elena; Stoep, Ann Vander; McCauley, Elizabeth; Kernic, Mary A.

2009-01-01

Background: School-based screening for health conditions can help extend the reach of health services to underserved populations. Screening for mental health conditions is growing in acceptability, but evidence of cost-effectiveness is lacking. This study assessed costs and effectiveness associated with the Developmental Pathways Screening…

Project P.A.V.E. Evaluation. Technical Report 1977-78. Publication Number: 77.49.

ERIC Educational Resources Information Center

Eglsaer, Richard; Matuszek, Paula

Project PAVE was implemented in Travis High School, Austin, Texas, to extend and coordinate services for certain high school special education students. Four components were crucial to the Project PAVE model: parental involvement, academic achievement, vocational programing, and extracurricular opportunities. The project evaluation, conducted in…

Predictors of Eligibility for ESY. Final Report.

ERIC Educational Resources Information Center

Browder, Diane M.; And Others

Evaluation of eligibility for extended school year (ESY) services was made based on informaton contained in school files in a stratified sampling across Pennsylvania. Subjects had been classified as severely and profoundly mentally retarded and were divided into groups based on eligibility for programming in excess of 180 days or ineligibility for…

Modeling Positive Behavior Interventions and Supports for Preservice Teachers

ERIC Educational Resources Information Center

Hill, Doris Adams; Flores, Margaret M.

2014-01-01

The authors modeled programwide positive behavior interventions and supports (PBIS) principles to 26 preservice teachers during consolidated yearly extended school year (ESY) services delivered to elementary students from four school districts. While PBIS were in place for preservice teachers to implement with students, a similar system was…

A university-state-corporation partnership for providing correctional mental health services.

PubMed

Appelbaum, Kenneth L; Manning, Thomas D; Noonan, John D

2002-02-01

In September 1998 the University of Massachusetts Medical School, in partnership with a private vendor of correctional health care, began providing mental health services and other services to the Massachusetts Department of Correction. The experience with this partnership demonstrates that the involvement of a medical school with a correctional system has advantages for both. The correctional program benefits from enhanced quality of services, assistance with the recruitment and retention of skilled professionals, and expansion of training and continuing education programs. The medical school benefits by building its revenue base while providing a needed public service and through opportunities to extend its research and training activities. Successful collaboration requires that the medical school have an appreciation of security needs, a sensitivity to fiscal issues, and a readiness to work with inmates who have severe mental disorders and disruptive behavior. Correctional administrators, for their part, must support adequate treatment resources and must collaborate in the resolution of tensions between security and health care needs.

Food Service Follow-up Study.

ERIC Educational Resources Information Center

Scott, David C.

Bakersfield City College reports on a followup study done to evaluate their Food Service Management Program. The program offers courses in three areas: certification and skill updating for those already employed in school cafeteria work, an A.A. degree program, and avocational courses for extended day students. Identical questionnaires were sent…

Youth Suicide Postvention: Support for Survivors and Recommendations for School Personnel

ERIC Educational Resources Information Center

Talbott, Laura L.; Bartlett, Mary L.

2012-01-01

Suicide postvention is a concept related to the prevention of subsequent suicides, provision of mental health services, and the community response following a completed suicide. Many people including parents, school mates, friends, siblings, teammates and extended family are impacted in different ways by the loss of a family member or person of…

Students with Pediatric Cancer: A Prescription for School Success

ERIC Educational Resources Information Center

Hay, Genevieve H.; Nabors, Martha L.; Sullivan, Alexandra; Zygmund, Allyson

2015-01-01

Due to medical advances, many students with acute chronic illnesses, like pediatric cancer, are able to attend school. The professional literature reflects the need for reform of educational strategies for children facing cancer treatment and who will be absent for extended periods of time. In order to promote successful educational services and…

Pre-Service Teachers and Self-Efficacy: A Study in Contrast

ERIC Educational Resources Information Center

Colson, Tori; Sparks, Kelly; Berridge, Gina; Frimming, Renee; Willis, Clarissa

2017-01-01

With increased emphasis on student achievement in schools, teacher education programs are challenged to meet the demand for highly effective teachers. Ensuring that pre-service teachers feel confident in their ability to teach, prompted one Midwestern University to implement an extended student teaching placement. The idea behind this endeavor was…

Teachers' Experiences Using Service-Learning in the High School Classroom

ERIC Educational Resources Information Center

Maguire, Lisa

2016-01-01

Teachers are looking for meaningful ways to connect with students and instill in them an understanding and appreciation for academic content that will extend beyond the classroom. Service-learning is a teaching pedagogy that connects classroom content with real-world problems that allow students to practice applying knowledge and skills while…

Fort Hamilton High School. Project ELITES: Education for Life Through Extended Services. O.E.E. Evaluation Report, 1981-1982.

ERIC Educational Resources Information Center

Torres, Judith A.; And Others

Project ELITES provides bilingual education to 307 Spanish-speaking, Arabic-speaking, and Greek-speaking students at Fort Hamilton High School, Brooklyn, New York. Project ELITES's philosophy is to mainstream students after two years of participation. The program's individualized approach is obtained through a 3-tiered instructional format:…

Expanding Persuasion Research: Using More Personally Relevant Issues and Exploring Relevance Perceived from Message Content.

ERIC Educational Resources Information Center

Dewis, Robert; Lee, Wen-Shu

A study explored the impact on junior high school females of "don't smoke" public service announcements (PSAs) created by two groups of high school females. The study extended the research on relevance and persuasion by utilizing intimate issues, and by exploring the potential for increasing message relevance by using persuasive messages…

More Questions than Answers: Assessing the Impact of Online Social Networking on a Service-Learning Project

ERIC Educational Resources Information Center

Moeller, Mary R.; Nagy, Dianne

2013-01-01

This article details the evolution and results of a service-learning project designed to extend cross-cultural relationships via online social networking between students at a U.S. Bureau of Indian Education boarding school and teacher candidates in a required diversity course. The goals for the partnership included helping Native American…

Military Manpower Training Report for FY 1979.

DTIC Science & Technology

1978-03-01

intermediate, and senior. Ed..cation in the military school system is fundamental to trw development of military officers who are fully qualified to perforr...of training inputs and loads, the Services are able to adapt the training system to changing conditions. However, it should be clear that extended...each Service maintains a system of professional military education which is progressive in nature. This education is related more to the increasing

What Influenced the Development of the Air Force Nurse Corps from 1969 Through 1983

DTIC Science & Technology

1999-04-01

and required physician support for these health care extenders was discussed with each Director, Base Medical Services (DBMS) and Chief Nurse. (9:7...Education (SGE) addressing the feasibility on starting an Air Reserve Forces Nursing Services Management Course at the School of Health Care Sciences... administration , mental health , operating room, anesthesia, clinical, and flight nursing. Nursing roles were expanded in 1974 to obstetrics/gynecology

Technology: Taking It to the Streets.

ERIC Educational Resources Information Center

Rizvi, Teri

1999-01-01

Explains how one university extended the electronic reach of its students without sacrificing the university's nearly 150-year-old mission of personalized education. The five-year partnership between the school and a communications company and other cooperative arrangements with suppliers, service, and software manufacturers in transforming the…

Review of "Successful, Safe, and Healthy Students"

ERIC Educational Resources Information Center

Glass, Gene V.; Barnett, Steven; Welner, Kevin G.

2010-01-01

The research summary "Successful, Safe, and Healthy Students" presents the research background for the Obama administration's proposals for comprehensive, community-wide services in high-poverty neighborhoods, extended learning time, family engagement and safe schools. While these policies have broad and common-sense appeal, the research…

The Benefits of Service Learning in a Down-Turned Economy

ERIC Educational Resources Information Center

Peters, Theodore; McHugh, Mary Ann; Sendall, Patricia

2006-01-01

With businesses struggling for resources during economic downturns, traditional business student internships were becoming more difficult to develop. One business school extended its experiential learning opportunities with specific management projects in community small business, healthcare, education, and non-profit organizations. The on-campus…

A Maritime Picture: Nova Scotia Scene Looked At.

ERIC Educational Resources Information Center

Bone, Janet

1983-01-01

Discussion of current funding problems experienced by public, school, university, and special libraries in Nova Scotia indicates that cutbacks are causing staff layoffs and loss of purchasing power. Small public libraries are particularly affected, but new graduate librarians find employment, and free-lance librarians are extending service beyond…

America's medical school: 5,000 graduates since the "first class".

PubMed

Artino, Anthony R; Gilliland, William R; Cruess, David F; Durning, Steven J

2015-04-01

In 1980, the Uniformed Services University of the Health Sciences (USU) graduated its first class of medical students. As a national university intended to produce "career-committed" military officers and future leaders of the Military Health System, USU functions as the service academy for military medicine and public health. More than 40 years after the school's charter and 5,000 graduates since the first class, we describe the original purpose of USU and provide an update on its achievements. In particular, we address the question of the "staying power" of the University's alumni-the degree to which graduation from the nation's military medical school is associated with long years of devoted service to military medicine. At a time when the MHS is confronting the challenge of extended deployments, rising health care costs, and a growing array of threats to our nation's health, we suggest that America needs USU now more than ever. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Learning to Be a Culturally Responsive Teacher through International Study Trips: Transformation or Tourism?

ERIC Educational Resources Information Center

Santoro, Ninetta; Major, Jae

2012-01-01

Recent rapid changes in the ethnic and cultural make-up of school communities have highlighted the need for teacher education to prepare teachers for culturally diverse contexts. International study trips provide direct experience and interaction with culturally diverse "others" as a way to extend pre-service teachers' understandings of…

Students Training for Academic Readiness (STAR): Year Five Evaluation Report

ERIC Educational Resources Information Center

Maloney, Catherine; Lopez, Omar

2012-01-01

Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, is a federally-funded system of grants that focuses on preparing low-income students to enter and succeed in postsecondary educational programs. GEAR UP grants extend across 6 school years and require that funded districts begin providing grant services to students no…

Education Policy, Distributed Leadership and Socio-Cultural Theory

ERIC Educational Resources Information Center

Hartley, David

2009-01-01

A current characteristic of governance in the public services in England is the advocacy of a permeation of once-discrete organizational and professional structures. New configurations are being called for. Examples are extended schools, workforce re-modelling, and multi-agency working. At issue here is a further indication of this loosening of…

Children with physical disability: gaps in service provision, problems joining in.

PubMed

Clark, Phillipa; Macarthur, Jude

2008-01-01

To describe the reported experiences of the estimated 14 500 New Zealand children with a physical disability and those of their families and whanau (extended families). We have used data from the Household Disability Survey conducted in 2002 to obtain this information. These children and their carers reported a number of perceived unmet needs in all areas covered in the survey: service and assistance, transport, accommodation and education. Thus an estimated 24% reported an unmet need for equipment, and 10% an unmet need for home modification. Around 9% reported having to fund respite care themselves. Of particular note was the proportion of children who had difficulties joining in games and sport at school (59%), going on school outings or camps (28%), playing at school (47%), and or making friends (35%). In all, an estimated 67% of children had one or more problems taking part at school. More could be done to help such families and to facilitate the full participation of these children.

Students Training for Academic Readiness (STAR): Year Five Evaluation Report. Executive Summary

ERIC Educational Resources Information Center

Texas Center for Educational Research, 2012

2012-01-01

Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, is a federally-funded system of grants that focuses on preparing low-income students to enter and succeed in postsecondary educational programs. GEAR UP grants extend across 6 school years and require that funded districts begin providing grant services to students no…

Extending the Five-Foot Bookshelf: More Essential Books for Professionals Who Serve Teens.

ERIC Educational Resources Information Center

Rosenzweig, Susan

2000-01-01

Provides annotated bibliographies for five books that are recommended professional reading for librarians serving teens. Topics include American Indian stereotypes in the media; a leadership guide for school library media specialists; views of teens; how teens who are different are often outcasts; and tips for public library young adult services.…

Extended Schooling and Community Education: Mapping the Policy Terrain

ERIC Educational Resources Information Center

Simon, Catherine A.

2013-01-01

New Labour's extended schools initiative added to existing models of community schooling. The paper identifies the key principles behind extended schooling, making comparisons with historical models and contemporary trends in community education. Part one examines New Labour's use of extended schools to deliver their social policy agenda. Part two…

Investigating Pre-Service Science Teachers (PSTs)’ Technological Pedagogical Content Knowledge Through Extended Content Representation (CoRe)

NASA Astrophysics Data System (ADS)

Agustin, R. R.; Liliasari, L.

2017-02-01

The purpose of this study was to attain an insight into pre-service science teachers’ technological pedagogical content knowledge (TPACK) as an integrative competency that is addressed by 21st century skills. The methods used in the study was descriptive. Nineteen pre-service science teachers (PSTs) of an educational university in Indonesia were involved in a semester long school science course. The course mainly develop students’ pedagogical content knowledge (PCK) by utilizing content representation (CoRe) template. Furthermore an infusion of technological knowledge (TK) analysis led to the study of their TPACK by extending the template with a question in line to TK. The extended CoRe and self-reported survey were employed as instruments. The analysis of data used were quantitative and qualitative technique to obtain the insight into PSTs’ PCK and TK. The results shows contrary value of PCK and TK identified by CoRe template to those measured by self-reported survey. However, the PSTs perceive their TPACK much higher, that, is 74.74%. Further investigation regarding PSTs ability to compose lesson plan was recommended for further research to capture more comprehensive insight into PSTs’ TPACK.

Using Telemedicine to Conduct Behavioral Assessments

PubMed Central

Barretto, Anjali; Wacker, David P; Harding, Jay; Lee, John; Berg, Wendy K

2006-01-01

We describe the use of telemedicine by the Biobehavioral Service at the University of Iowa Hospitals and Clinics to conduct brief functional analyses for children with developmental and behavioral disorders who live in rural areas of Iowa. Instead of being served at our outpatient facility, participants received initial behavioral assessments in their local schools or social service agencies via videoconference. Case descriptions for 2 participants whose evaluations were conducted via telemedicine, and a brief summary of all outpatient assessments conducted over a 4-year period by the Biobehavioral Service, are provided. This report extends previous applications of functional analysis procedures by examining brief behavioral assessments conducted via telemedicine. PMID:17020213

Duty and Service: Life and Career of a Tamil Teacher of English in Sri Lanka

ERIC Educational Resources Information Center

Hayes, David

2010-01-01

This article discusses the life and career of a Tamil teacher of English working in the government education system in northern Sri Lanka. Based on data gathered in an extended life history interview, the article explores the teacher's own experiences of schooling, his reasons for entering teaching as a profession, his professional training, and…

Extending the Five-Foot Bookshelf: More Essential Books for Professionals Who Serve Teens.

ERIC Educational Resources Information Center

Rosenzweig, Susan

1999-01-01

The intent of this reading list is to identify "must-read" books for professionals aiming to deliver the highest quality service to teenage clients. This second annual update alphabetically lists and describes 12 professional books for public and school librarians and books from other disciplines on teen-related issues. V.O.Y.A.'s (Voice of Youth…

Extended Care Programs in Catholic Schools: Some Legal Concerns.

ERIC Educational Resources Information Center

Shaughnessy, Mary Angela

This publication addresses issues concerning the application of the law to extended-day Catholic schools. The first chapter provides an overview of extended care. In the second chapter, sources of the law that are applied to extended care programs are described. Canon law affects Catholic schools. Catholic schools are also subject to four types of…

PROVE Schools: The Extended School Day Program; A Study in Programming Philosophy & Direction.

ERIC Educational Resources Information Center

Erdman, Richard D.; Manning, Timothy J.

The paper describes the PROVE School, an alternative high school providing behavioral and academic programming using an extended school day concept for profoundly behavior disordered students in Proviso township, Maywood, Illinois. The extended day concept of crisis intervention (in which students are allowed to leave school for the day only when…

Universal Service Fund: Background and Options for Reform

DTIC Science & Technology

2010-03-11

pursues violators and initiates enforcement actions including notices of liability, suspensions , consent decrees, and debarments .46 The Department...series of measures to safeguard the USF to deter fraud, waste, and abuse. Included in the measures taken are those that extend the debarment rules...three years) and sanctions for criminal and civil violations beyond the Schools and Libraries Program to cover all four programs; tighten rules

Getting Them There, Keeping Them There: Benefits of an Extended School Day Program for High School Students

ERIC Educational Resources Information Center

Furrer, Carrie J.; Magnuson, Linda; Suggs, Joseph W.

2012-01-01

Over a decade of research has demonstrated the positive effects of extended school day programs on various elementary and middle school student outcomes, both in the short and long term. The efficacy of extended school day programs in promoting academic outcomes among high school students is less well understood. This study contributes to the…

Schools' mental health responses after Hurricanes Katrina and Rita.

PubMed

Jaycox, Lisa H; Tanielian, Terri L; Sharma, Priya; Morse, Lindsey; Clum, Gretchen; Stein, Bradley D

2007-10-01

After the displacement of students following Hurricanes Katrina and Rita, schools in several states enrolled many students with potential mental health needs. This study sought to understand how schools perceived the mental health needs of these students and what mental health programs they implemented. Mental health personnel at 19 public schools or school systems and 11 private or parochial schools in Louisiana, Alabama, Texas, and Mississippi were interviewed at two time points (spring and fall-winter of 2006). Schools undertook diverse approaches to interventions, depending on the preexisting mental health infrastructure and personnel, the perceived needs of students, and the barriers or facilitators in each system. Interviewees described a rapid and comprehensive approach to the crisis in the immediate aftermath. Shortly afterward, some schools perceived little need for mental health services and refocused on their academic missions. Other school systems perceived student need but were unable to implement trauma-focused programs because staff were not prepared to deliver such services and funding was lacking. However, some systems and schools were able to implement new programs or extend programs to displaced students. Implementation challenges included difficulty communicating with parents, burnout among staff and program implementers, and efforts to balance the needs of the displaced students with those of the preexisting student population. Despite significant efforts to support students affected by the hurricanes, schools were limited in their ability to implement disaster-focused programs. Extension of crisis plans to include precrisis training in mental health programming for students and staff who have ongoing difficulties after a disaster or crisis may be beneficial.

MTU-pre-service teacher enhancement program. Final report, September 1992--May 1995

DOE Office of Scientific and Technical Information (OSTI.GOV)

Anderson, C.S.; Yarroch, W.J.

1996-01-01

The MTU Pre-Service Teacher Enhancement Program was a two year extended project designed to introduce a select group of science and engineering undergraduate students, with good {open_quotes}people skills,{close_quotes} to the teaching profession. Participants were paid for their time spent with area teacher/mentors and were involved in a variety of in school activities, projects and observations to illustrate the teaching profession. They were encouraged to consider the teaching profession as a future career option. The student participants, however, were under no obligation to enter the Teacher Education Program at the conclusion of the program.

School and community relations in North America: Creative tensions

NASA Astrophysics Data System (ADS)

Loughran, E.; Reed, H. B.

1980-09-01

School and community relations in North America reflect creative tensions between the conserving forces of schooling and the changing forces of community. During crisis periods community development needs may modify the school's focus on individual learner growth, but generally schools use the community to extend and enrich the traditional modes. School and community interactions are chiefly characterized by such settings as community schools, community education, adult education, home and school (PTA) associations, work-study programs, curriculum-community resource programs. Recent social forces are creating heightened tensions: cultural pluralism, reduced resources, Third World influences, international conflicts, personal alienation, population concerns, energy problems, community power issues. These forces are gradually shifting school and community concepts towards ones of education and community. Education goes well beyond schooling, including all agencies having an organized influence on community development: libraries, voluntary groups, unions, business, human service agencies, government units, as well as schools. This shift requires research to develop nonformal concepts and practices, along with formal pedagogy, to increase the positive impacts of educational networks on community, as well as individual, development. These new directions have not yet significantly modified the traditional meaning of school and community relations.

"Extended Schools": An Exploration of the Feelings, Beliefs and Intentions of Parents and Teachers

ERIC Educational Resources Information Center

McGill, Shauna

2011-01-01

This research is designed to provide information for participants, facilitators and policy makers in the area of Extended Schools. Its salient purpose is to investigate and examine the feelings, beliefs and attitudes of teachers and parents involved in the development of the Extended Schools project in Northern Ireland. The Extended Schools…

Treating voice disorders in the school-based setting: working within the framework of IDEA.

PubMed

Ruddy, Bari Hoffman; Sapienza, Christine M

2004-10-01

The role of the speech-language pathologist (SLP) has developed considerably over the last 10 years given the medical and technological advances in lifesustaining procedures. Over time, children born with congenital, surgical, or "medically fragile" conditions hav become mainstreamed into regular school-based settings, thus extending the traditional role of the SLP and multidisciplinary team. Understanding the impact of these voice disorders on the child's educational performance has been a struggle for many clinicians because the eligibility decisions for students in school-based settings must be made within the framework of federal legislation and regulations governing the provision of services for students with disabilities. This article discusses how to identify children with voice disorders under the Individuals With Disabilities Education Act (IDEA) definition, the role of the SLP in assigning priority in various voice management scenarios, and how models of therapy can be incorporated in the school-based setting.

State Support for Health Professions Education. Prepared for the Committee on Labor and Human Resources, United States Senate, by the Congressional Research Service, Library of Congress, Ninety-Sixth Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

Information about state support for health professions education and for students attending health professions schools is presented, based on a request by the Senate Subcommittee on Health and Scientific Research. The Subcommittee will be considering legislation, during the 96th Congress, to extend and modify Titles VII and VIII of the Public…

School Reading Performance and the Extended School Day Policy in Florida. REL 2016-141

ERIC Educational Resources Information Center

Folsom, Jessica Sidler; Petscher, Yaacov; Osborne-Lampkin, La'Tara; Cooley, Stephan; Herrera, Sarah; Partridge, Mark; Smith, Kevin

2016-01-01

Florida law requires the 100 lowest performing elementary schools in reading to extend the school day by one hour to provide supplemental reading instruction. This study found that those schools were smaller than other elementary schools and served a higher proportion of racial/ethnic minority students and students eligible for the school lunch…

Developing skills for youth in the 21st century: The role of elite International Baccalaureate Diploma Programme schools in China

NASA Astrophysics Data System (ADS)

Wright, Ewan; Lee, Moosung

2014-04-01

There is a growing body of research suggesting that schools need to respond to changing social and economic dynamics by prioritising "21st-century skills". Proponents of this view, who have been termed "the 21st century skills movement", have called for greater emphasis on cognitive and non-cognitive skills development, alongside the learning of subject content and technical skills. This paper explores the potential of International Baccalaureate Diploma Programme (IBDP) schools to respond to this mandate in China, one of the fastest-growing markets for International Baccalaureate® (IB) schools globally. The authors' research team undertook a multi-site case study of five elite IBDP schools in China. Their findings revealed confidence among interviewees that the IB educational philosophy was conducive to 21st-century skills development, especially through the provision of the three IBDP "Core Requirements", which are Creativity, Action, Service (CAS), Extended Essay (EE) and Theory of Knowledge (TOK). Despite this confidence, concerns remain about the implementation of the IB educational philosophy in the context of IBDP schools in China.

48 CFR 52.217-8 - Option To Extend Services.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 2 2010-10-01 2010-10-01 false Option To Extend Services....217-8 Option To Extend Services. As prescribed in 17.208(f), insert a clause substantially the same as the following: Option To Extend Services (NOV 1999) The Government may require continued performance...

48 CFR 52.217-8 - Option To Extend Services.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 2 2011-10-01 2011-10-01 false Option To Extend Services....217-8 Option To Extend Services. As prescribed in 17.208(f), insert a clause substantially the same as the following: Option To Extend Services (NOV 1999) The Government may require continued performance...

48 CFR 52.217-8 - Option To Extend Services.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 48 Federal Acquisition Regulations System 2 2012-10-01 2012-10-01 false Option To Extend Services....217-8 Option To Extend Services. As prescribed in 17.208(f), insert a clause substantially the same as the following: Option To Extend Services (NOV 1999) The Government may require continued performance...

48 CFR 52.217-8 - Option To Extend Services.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 48 Federal Acquisition Regulations System 2 2013-10-01 2013-10-01 false Option To Extend Services....217-8 Option To Extend Services. As prescribed in 17.208(f), insert a clause substantially the same as the following: Option To Extend Services (NOV 1999) The Government may require continued performance...

48 CFR 52.217-8 - Option To Extend Services.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 48 Federal Acquisition Regulations System 2 2014-10-01 2014-10-01 false Option To Extend Services....217-8 Option To Extend Services. As prescribed in 17.208(f), insert a clause substantially the same as the following: Option To Extend Services (NOV 1999) The Government may require continued performance...

Implementing the Extended School Day Policy in Florida's 300 Lowest Performing Elementary Schools. REL 2017-253

ERIC Educational Resources Information Center

Folsom, Jessica Sidler; Osborne-Lampkin, La'Tara; Cooley, Stephan; Smith, Kevin

2017-01-01

Since the 2012/13 school year Florida law has required the 100 lowest performing elementary schools in reading to extend the school day by one hour to provide supplemental reading instruction. In 2014 the law was broadened to include the 300 elementary schools with the lowest reading performance. A previous study of the state's first two cohorts…

Associations among bullying, cyberbullying, and suicide in high school students.

PubMed

Bauman, Sheri; Toomey, Russell B; Walker, Jenny L

2013-04-01

This study examined associations among depression, suicidal behaviors, and bullying and victimization experiences in 1491 high school students using data from the 2009 Youth Risk Behavior Survey. Results demonstrated that depression mediated the association between bullying/victimization and suicide attempts, but differently for males and females. Specifically, depression mediated the link between traditional victimization and suicide attempts similarly across gender, whereas depression mediated the link between cyber victimization and suicide attempts only for females. Similarly, depression mediated the link between traditional bullying and suicide attempts for females only. Depression did not mediate the link between cyberbullying and suicide attempts for either gender. Implications of the findings are discussed, including the importance of greater detection of depression among students involved in bullying, and the need for a suicide prevention and intervention component in anti-bullying programs. Findings suggest that bullying prevention efforts be extended from middle school students to include high school students. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Out of School: A Phenomenological Exploration of Extended Non-Attendance

ERIC Educational Resources Information Center

Baker, Matt; Bishop, Felicity L.

2015-01-01

The concept of "extended non-attendance" ("school phobia" or "school refusal") was distinguished from truancy early in the twentieth century, and refers to children who fear school and avoid attending. Despite much subsequent research, outcomes for those affected remain poor, and their voices remain largely absent…

76 FR 67567 - Medicare Program; Inpatient Hospital Deductible and Hospital and Extended Care Services...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-01

... Extended Care Services Coinsurance Amounts for CY 2012; Part A Premiums for CY 2012 for the Uninsured Aged... Program; Inpatient Hospital Deductible and Hospital and Extended Care Services Coinsurance Amounts for CY... announces the inpatient hospital deductible and the hospital and extended care services coinsurance amounts...

Transitioning home: A four-stage reintegration hospital discharge program for adolescents hospitalized for eating disorders.

PubMed

Dror, Sima; Kohn, Yoav; Avichezer, Mazal; Sapir, Benjamin; Levy, Sharon; Canetti, Laura; Kianski, Ela; Zisk-Rony, Rachel Yaffa

2015-10-01

Treatment for adolescents with eating disorders (ED) is multidimensional and extends after hospitalization. After participating in a four-step reintegration plan, treatment success including post-discharge community and social reintegration were examined from perspectives of patients, family members, and healthcare providers. Six pairs of patients and parents, and seven parents without their children were interviewed 2 to 30 months following discharge. All but two adolescents were enrolled in, or had completed school. Five worked in addition to school, and three completed army or national service. Twelve were receiving therapeutic care in the community. Adolescents with ED can benefit from a systematic reintegration program, and nurses should incorporate this into care plans. © 2015, Wiley Periodicals, Inc.

Time for a Change: The Promise of Extended-Time Schools for Promoting Student Achievement. Research Report

ERIC Educational Resources Information Center

Farbman, David; Kaplan, Claire

2005-01-01

Extending the school day and year is not easy. The conventional calendar remains one of the most intractable features of the American educational system. Altering the traditional school schedule has significant ramifications for parents, students, teachers, and school administrators. This reform impacts student and family schedules, transportation…

Extended Learning Time: Research and Resources

ERIC Educational Resources Information Center

Stelow, Shawn; Holland, Jenifer Gager; Jackson, Rebecca

2012-01-01

In recent years policymakers have increasingly looked to Extended Learning Time (ELT) as a means of improving student outcomes. As a result, some school districts have increased academic time for students by adding time to the school day or days to the school year. In other communities, schools and community-based organizations have partnered to…

[School readiness and community mobilization: study retrospective in a Montreal area].

PubMed

Laurin, Isabelle; Bilodeau, Angèle; Chartrand, Sébastien

2012-02-22

This article presents a modelling of the collective decision-making process by which a community-based population-level intervention transformed the organization of early childhood services in a Montréal community from 2001 to 2006. Multisectoral players from a childhood/family issue table. The chosen territory is one of the most multi-ethnic and poorest neighbourhoods of Montréal. The intervention being examined is Understanding the Early Years (UEY), a Canada-wide initiative aiming to strengthen communities' capacity to use quality information to support the thought process relating to the organization of early childhood services. Twelve Canadian regions took part, including Montréal. The time chart for the collective decision-making process presents the events that significantly influenced the procedure: establishment of an intersectoral working committee, production of a portrait of the neighbourhood, think tank, development and implementation of the Passage maison-école [home-to-school] and Femmes-Relais [relay women] projects, retreats, and inclusion of school readiness as a priority focus area in the neighbourhood's three-year action plan. Also presented are the contextual factors that influenced decision making: the neighbourhood's cooperation and coordination history, the researcher's involvement, financial support and shared leadership. The benefits of UEY-Montréal in this territory extended beyond 2006. With respect to current priorities for action in early childhood, this territory is a good example of mobilization for school readiness.

Project Ideals: Special Services of the School District (Area I).

ERIC Educational Resources Information Center

Nunnery, Michael Y.

This pamphlet surveys the research and literature concerned with such local school district services as school plant planning and services, school community communication, school food services, school transportation services, and research and evaluation services. A series of generalizations is listed for each topic based on information reported in…

Extended Year, Extended Contracts: Increasing Teacher Salary Options.

ERIC Educational Resources Information Center

Gandara, Patricia

1992-01-01

Reports on an attempt to raise teacher salaries through an extended contract made possible through year-round school schedules. Teacher satisfaction with the 1987 experiment in three California schools (the Orchard Plan) has been high. Elements that have contributed to job satisfaction are discussed. (SLD)

Extended Music Education Enhances the Quality of School Life

ERIC Educational Resources Information Center

Eerola, Päivi-Sisko; Eerola, Tuomas

2014-01-01

The claim of whether music education can create social benefits in the school environment was tested in 10 Finnish schools with an extended music curricular class and control classes. The quality of school life (QSL) was assessed by a representative sample ("N" = 735) of pupils at years 3 and 6 (9- and 12-years-olds). The results showed…

Michigan Extended School Year Programs 1992-1995. An Evaluation of a State Grant Initiative.

ERIC Educational Resources Information Center

Axelrad-Lentz, Susan F.

Michigan lawmakers funded a competitive grant program for school districts to plan and implement extended school year (ESY) programs of 200 days. The primary purpose was to raise academic achievement. In the spring of 1992, 16 diverse school districts were awarded ESY planning grants. Continuation grants funded 2 ESY implementation years, for…

38 CFR 17.111 - Copayments for extended care services.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2014-07-01 2014-07-01 false Copayments for extended... AFFAIRS MEDICAL Copayments § 17.111 Copayments for extended care services. (a) General. This section sets forth requirements regarding copayments for extended care services provided to veterans by VA (either...

76 FR 44090 - Agency Information Collection (Application for Extended Care Services); Activity Under OMB Review

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-22

... (Application for Extended Care Services); Activity Under OMB Review AGENCY: Veterans Health Administration... . Please refer to ``OMB Control No. 2900-0629.'' SUPPLEMENTARY INFORMATION: Title: Application for Extended... from nonservice-connected veterans and their spouse when applying for extended care services and to...

38 CFR 17.111 - Copayments for extended care services.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2013-07-01 2013-07-01 false Copayments for extended... AFFAIRS MEDICAL Copayments § 17.111 Copayments for extended care services. (a) General. This section sets forth requirements regarding copayments for extended care services provided to veterans by VA (either...

75 FR 68799 - Medicare Program; Inpatient Hospital Deductible and Hospital and Extended Care Services...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-09

... 0938-AP86 Medicare Program; Inpatient Hospital Deductible and Hospital and Extended Care Services.... SUMMARY: This notice announces the inpatient hospital deductible and the hospital and extended care... extended care services in a skilled nursing facility in a benefit period. DATES: Effective Date: This...

38 CFR 17.111 - Copayments for extended care services.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 1 2012-07-01 2012-07-01 false Copayments for extended... AFFAIRS MEDICAL Copayments § 17.111 Copayments for extended care services. (a) General. This section sets forth requirements regarding copayments for extended care services provided to veterans by VA (either...

76 FR 28851 - Proposed Information Collection (Application for Extended Care Services); Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-18

... (Application for Extended Care Services); Comment Request AGENCY: Veterans Health Administration, Department of... solicits comments on information needed to determine eligibility for extended care benefits. DATES: Written...: Application for Extended Care Services, VA Form 10-10EC. OMB Control Number: 2900-0629. Type of Review...

Availability of school health services for young children.

PubMed

Heneghan, A M; Malakoff, M E

1997-10-01

A survey to assess availability of school health services was distributed to 221 directors of Schools of the 21st Century, an educational model that provides integrated services to children and families. Of this distribution, 126 (57%) surveys were returned; 88% of respondents reported they provided some type of school health services for their students; 75% of schools had access to school nursing services, yet only 33% had a school nurse on-site; 50% had less than daily access to a school nurse. Despite a high reported prevalence of physical and mental health problems, other services such as acute care, nutrition counseling, dental screenings, or mental health services were provided less frequently. Barriers perceived as problematic for schools providing health services included inadequate funding, limited parental awareness, and opposition by school or community members. Respondents believed transportation, limited financial resources, and inadequate health insurance were barriers to care for children and families. Among this sample of schools, school health services varied in availability and comprehensiveness. Educators, health providers, and parents must work together to provide improved school health services for children.

47 CFR 54.511 - Ordering services.

Code of Federal Regulations, 2012 CFR

2012-10-01

... SERVICE Universal Service Support for Schools and Libraries § 54.511 Ordering services. (a) Selecting a provider of eligible services. In selecting a provider of eligible services, schools, libraries, library... eligible services shall not charge schools, school districts, libraries, library consortia, or consortia...

47 CFR 54.511 - Ordering services.

Code of Federal Regulations, 2011 CFR

2011-10-01

... SERVICE Universal Service Support for Schools and Libraries § 54.511 Ordering services. (a) Selecting a provider of eligible services. In selecting a provider of eligible services, schools, libraries, library... eligible services shall not charge schools, school districts, libraries, library consortia, or consortia...

A Review of the Status and Projections for the Dade County Quinmester Extended School Year Program.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This document summarizes the background of the Dade County Quinmester Extended School Year Program involving five high schools in a pilot project. The program resulted from a study of alternative plant utilization plans for the most efficient use of school facilities to reduce the need for capital expenditure during the next five years. Discussed…

7 CFR 210.19 - Additional responsibilities.

Code of Federal Regulations, 2013 CFR

2013-01-01

... this part, fiscal action shall be extended back to the beginning of the school year or that point in... severity and longevity of the problem, the State agency may extend fiscal action back to previous school... AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for State Agency Participation...

7 CFR 210.19 - Additional responsibilities.

Code of Federal Regulations, 2014 CFR

2014-01-01

... this part, fiscal action shall be extended back to the beginning of the school year or that point in... severity and longevity of the problem, the State agency may extend fiscal action back to previous school... AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for State Agency Participation...

78 FR 64953 - Medicare Program; Inpatient Hospital Deductible and Hospital and Extended Care Services...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-30

... 0938-AR59 Medicare Program; Inpatient Hospital Deductible and Hospital and Extended Care Services.... SUMMARY: This notice announces the inpatient hospital deductible and the hospital and extended care... lifetime reserve days; and $152 for the 21st through 100th day of extended care services in a skilled...

77 FR 69848 - Medicare Program; Inpatient Hospital Deductible and Hospital and Extended Care Services...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-21

... 0938-AR14 Medicare Program; Inpatient Hospital Deductible and Hospital and Extended Care Services.... SUMMARY: This notice announces the inpatient hospital deductible and the hospital and extended care... lifetime reserve days; and $148 for the 21st through 100th day of extended care services in a skilled...

Extended School Non-Attenders' Views: Developing Best Practice

ERIC Educational Resources Information Center

Gregory, Isabel Rose; Purcell, Anita

2014-01-01

Despite the abundance of legislation and research initiatives concerning children's participation in decision-making, there is less research in this area with regard to extended school non-attenders. Using semi-structured interviews, this research explores how the views of children and their families who have experienced school non-attendance can…

Extended School Year Programs: The Effects on Achievement and Other Phases of Student's Lives.

ERIC Educational Resources Information Center

Crim, Roger D.

Reasons for the present emphasis on all-year operation of schools differ from those prevailing 30-40 years ago. During the depression emphasis was on economy. Recently, a more sensible reason for an extended school year is coming into focus--the year-round school has educational value. It is not just something to be considered in order to save…

More Time for Learning: Student Participation in Extended Day Programming at the UCCS Donoghue Campus during the 2009-10 School Year

ERIC Educational Resources Information Center

Lesnick, Joy; Hart, Bonnie; Spielberger, Julie

2011-01-01

The purpose of this study was to examine the participation of students in extended day programming at Donoghue Elementary School, a University of Chicago Charter School, during the 2009-2010 school year and explore whether participation was related to academic performance and improvement. Using the available written records, the authors found that…

Health-promoting schools: evidence for a holistic approach to promoting health and improving health literacy.

PubMed

Lee, Albert

2009-01-01

Chronic diseases are now the major causes of death and disability worldwide, and non-communicable diseases (NCD) account for the majority of the global health burden. About half of premature deaths are related to health-risking behaviours that are often established during youth and extend to adulthood. While these diseases might not be curable, they are preventable. Prevention is possible when sustained actions are directed at individuals and families, as well as at the broader social, economic and cultural determinants of NCD. A 'life-course' approach to promoting healthy behaviour should begin early in life. The aim of this article is to discuss the impact of the 'health-promoting school' (HPS) on improvements in youth health. HPS can be described as a holistic, whole-school approach in which a broad health education curriculum is supported by the environment and ethos of the school. HPS moves beyond individual behavioural change to consider organizational and policy change such as improving the physical and social environment of the school, as well as its curricula and teaching and learning methods. A positive culture for health would facilitate higher levels of health literacy by helping individuals tackle the determinants of health better as they build the personal, cognitive and social skills for maintaining good health. There is reasonable evidence to demonstrate that the whole-school approach using the HPS framework is effective in improving health, ranging from physical activities and healthy eating to emotional health. Schools adopting the HPS framework have demonstrated changes in culture and organizational practice to become more conducive to health improvement. These schools were reported to have better school health policies, higher degrees of community participation, and a more hygienic environment than non-HPS schools, and students in these schools had a more positive health behaviour profile. Health promotion and disease prevention is essential to reduce the healthcare burden of children and adolescents. HPS would help to combat the global burden of childhood obesity by promoting healthy eating behaviours and encouraging higher levels of physical activity. There are gaps in service provision for children and adolescents from both the health and education perspective; the HPS framework has the potential to develop a mechanism of closer integration with the primary healthcare system, making youth health services more school based and student centred. A new model of interconnection between HPS and different components of primary healthcare can be evolved to make services for disease prevention and health promotion more student friendly.

Network Resources and Training Site at Elizabeth City State University

NASA Technical Reports Server (NTRS)

Hayden, Linda Bailey

1996-01-01

The format of the annual report follows the same format as the quarterly report. In the annual report Elizabeth City State University (ECSU) has included responses to the items listed in the 'Critique of Quarterly Report Summary, and the 'Technical Recommendations for Consideration to NRTS/ECSU'. A budget for FY96-97 is included requesting $500,000.00 to cover the operating expenses of the Network Resources Training Site (NRTS) and its current partners as outlined in the original grant. The final attachment is a proposal to expand the partnerships and services of the NRTS at ECSU. This proposal would increase the number of predominantly minority attended secondary schools that this NRTS services and to support participation of these secondary schools in the GLOBE, ATLAS and Skymath projects. The proposal would also make Bennett College a full partner in the NRTS and it would increase the networking funds available to Virginia State University (HBCU/MI partner). Funds to increase the NRTS staff size to support the new partners and extended services is included in the extension budget. The NRTS Office Staff provides training and technical expertise to all its partners. In the appendix of the report, you will find technical soundness questionnaires and campus LAN Diagrams for the HBCU/MI Partners.

Ethnic Disparities in School-Based Behavioral Health Service Use for Children With Psychiatric Disorders.

PubMed

Locke, Jill; Kang-Yi, Christina D; Pellecchia, Melanie; Marcus, Steven; Hadley, Trevor; Mandell, David S

2017-01-01

We examined racial/ethnic disparities in school-based behavioral health service use for children with psychiatric disorders. Medicaid claims data were used to compare the behavioral healthcare service use of 23,601 children aged 5-17 years by psychiatric disorder (autism, attention deficit hyperactivity disorder [ADHD], conduct/oppositional defiant disorder, and "other") and by race/ethnicity (African-American, Hispanic, white, and other). Logistic and generalized linear regression analyses were used. Differences in service use by racial/ethnic group were identified within and across diagnostic groups, both for in-school service use and out-of-school service use. For all disorders, Hispanic children had significantly lower use of in-school services than white children. Among children with ADHD, African-American children were less likely to receive in-school services than white children; however, there were no differences in adjusted annual mean Medicaid expenditures for in-school services by race/ethnicity or psychiatric disorders. Statistically significant differences by race/ethnicity were found for out-of-school service use for children with ADHD and other psychiatric disorders. There were significant differences by race/ethnicity in out-of-school service use for each diagnostic group. Differences in the use of school-based behavioral health services by racial and ethnic groups suggest the need for culturally appropriate outreach and tailoring of services to improve service utilization. © 2016, American School Health Association.

THE PROGRAM FOR HEALTH SERVICES IN THE CONNECTICUT VOCATIONAL-TECHNICAL SCHOOLS.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford. Div. of Vocational Education.

THE STANDARDS DESIRED FOR HEALTH SERVICES IN THE CONNECTICUT VOCATIONAL-TECHNICAL SCHOOLS ARE PRESENTED. THE DIRECTOR IS RESPONSIBLE FOR THE HEALTH SERVICES OF HIS SCHOOL. HE WILL ARRANGE FOR THE SCHOOL MEDICAL ADVISOR'S SERVICES, EMPLOY THE SCHOOL NURSE, AND MAKE BUDGET PROVISIONS FOR THE PERSONAL SERVICES AND THE NECESSARY EQUIPMENT AND SUPPLIES…

Effects of Extended Time Allotments on Reading Comprehension Performance of College Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Lewandowski, Lawrence; Cohen, Justin; Lovett, Benjamin J.

2013-01-01

Students with disabilities often receive test accommodations in schools and on high-stakes tests. Students with learning disabilities (LD) represent the largest disability group in schools, and extended time the most common test accommodation requested by such students. This pairing persists despite controversy over the validity of extended time…

Mental Health Referrals: A Survey of Practicing School Psychologists

ERIC Educational Resources Information Center

Villarreal, Victor

2018-01-01

Schools are the most common entry point for accessing mental health services for school-age children. Children may access school-based services as part of a multitiered system of supports or other service models, such as school-based health centers. However, limitations associated with school-based services (e.g., lack of time, inability to…

Impact of school health management committees on health services delivery in Ghana: A national level assessment.

PubMed

Bowman, Angela S; Owusu, Andrew; Trueblood, Amber B; Bosumtwi-Sam, Cynthia

2018-05-07

To examine the prevalence, determinants, and impact of local school health management committees on implementation of minimum-recommended school health services delivery among basic and secondary schools in Ghana. National level cross-sectional data from the first-ever assessment of Ghana Global-School Health Policies and Practices Survey was utilized. Complex sample analyses were used to quantify school-level implementation of recommended minimum package for health services delivery. Of 307 schools, 98% were basic and government run, and 33% offered at least half of the recommended health service delivery areas measured. Schools with a school health management committee (53%) were 4.8 (95% CI = 3.23-5.18) times as likely to offer at least 50% of the minimum health services package than schools that did not. There is significant deficit concerning delivery of school health services in schools across Ghana. However, school health management committees positively impact implementation of health service delivery. School health management committees provide a significant impact on delivery of school health services; thus, it is recommended that policy makers and programmers place greater emphasis on the value and need for these advisory boards in all Ghanaian schools. Copyright © 2018 John Wiley & Sons, Ltd.

Immunization Services for Adolescents within Comprehensive School Health Programs.

ERIC Educational Resources Information Center

Vernon, Mary E.; Bryan, Gloria; Hunt, Pete; Allensworth, Diane; Bradley, Beverly

1997-01-01

Discusses school health services, adolescent immunization, current school immunization practices, and support for school-based immunization programs. Children and adolescents can receive preventive health services, including immunizations and monitoring of immunization levels. Expanding school health services could improve the immunization levels…

The Ideas and Rationale behind the Extended Schools Agenda in England

ERIC Educational Resources Information Center

Mortlock, Fiona

2007-01-01

In June 2005 the British government launched the Extended Schools Agenda to complement and add value to the Every Child Matters Framework. Every Child Matters is the British approach to collect and align multiple efforts by organizations such as hospitals, schools, volunteer groups, and afterschool programs for youth up to the age of nineteen to…

Understanding Local Instructional Responses to Federal and State Accountability Mandates: A Typology of Extended Learning Time

ERIC Educational Resources Information Center

Midkiff, Brooke; Cohen-Vogel, Lora

2015-01-01

For the past dozen years, the federal government has held schools accountable for students' achievement in reading and mathematics. Schools that have not demonstrated improved student scores have faced heavy sanctions, including reconstitution and closure. In response to this high-stakes environment, schools appear to have extended the time…

Extended-Day Kindergarten versus Half-Day Kindergarten: What One School District Decided.

ERIC Educational Resources Information Center

Firlik, Russell

The New Canaan Public Schools reduced its extended-day (21 hours per week) kindergarten program to half-day sessions (15 hours per week) in an interim program during a 2-year school construction-expansion phase. During a 9-month planning process, an ad hoc committee representing equal membership of teachers and parents from three elementary…

Prevention of homicidal violence in schools in Germany: the Berlin Leaking Project and the Networks Against School Shootings Project (NETWASS).

PubMed

Leuschner, Vincenz; Bondü, Rebecca; Schroer-Hippel, Miriam; Panno, Jennifer; Neumetzler, Katharina; Fisch, Sarah; Scholl, Johanna; Scheithauer, Herbert

2011-01-01

Since 1999, Germany has experienced at least twelve serious cases of targeted school violence. This article describes two projects designed to fill the gap between universal prevention and emergency response in preventing severe forms of school violence in Germany. The Berlin Leaking Project examined the viability of preventive efforts based on early identification of leaking behavior that often precedes targeted school attacks. Leaking refers to any behavior or communication that indicates a student is preparing to carry out a violent attack. This would include explicit or implied threats of violence, apparent fascination with prior acts of violence such as Columbine, and any evidence of planning or preparation to carry out an attack. The NETWASS project will test a training program and intervention strategy based on those findings, examining the usefulness of a threat assessment approach to prevent violence by training teachers to recognize leaking behavior by students. This approach is extended by training teachers on a larger scale to identify leaking and then having a school-based team evaluate the student and initiate appropriate interventions, such as mental health services, and in some cases, law enforcement action. Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company.

Making a Good Match: How Schools and External Service Providers Negotiate Needs and Services in Support of School Improvement

ERIC Educational Resources Information Center

Vixie Sandy, Mary

2013-01-01

This study investigated a problem facing policy makers, education leaders, and external providers of service that support or facilitate school-based change designed to improve teaching and learning: How to match school needs with providers' services in ways that maximize school improvement. A growing number of organizations provide service to…

Position of the American Dietetic Association, School Nutrition Association, and Society for Nutrition Education: comprehensive school nutrition services.

PubMed

Briggs, Marilyn; Mueller, Constance G; Fleischhacker, Sheila

2010-11-01

It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health, and academic performance of our nation's children. Local school wellness policies may strengthen comprehensive nutrition services by encouraging multidisciplinary wellness teams, composed of school and community members, to work together in identifying local school needs, developing feasible strategies to address priority areas, and integrating comprehensive nutrition services with a coordinated school health program. This joint position paper affirms schools as an important partner in health promotion. To maximize the impact of school wellness policies on strengthening comprehensive, integrated nutrition services in schools nationwide, ADA, SNA, and SNE recommend specific strategies in the following key areas: nutrition education and promotion, food and nutrition programs available on the school campus, school-home-community partnerships, and nutrition-related health services.

Evaluating an extended rehabilitation service for stroke patients (EXTRAS): study protocol for a randomised controlled trial.

PubMed

Rodgers, Helen; Shaw, Lisa; Cant, Robin; Drummond, Avril; Ford, Gary A; Forster, Anne; Hills, Katie; Howel, Denise; Laverty, Anne-Marie; McKevitt, Christopher; McMeekin, Peter; Price, Christopher

2015-05-05

Development of longer term stroke rehabilitation services is limited by lack of evidence of effectiveness for specific interventions and service models. We describe the protocol for a multicentre randomised controlled trial which is evaluating an extended stroke rehabilitation service. The extended service commences when routine 'organised stroke care' (stroke unit and early supported discharge (ESD)) ends. This study is a multicentre randomised controlled trial with health economic and process evaluations. It is set within NHS stroke services which provide ESD. Participants are adults who have experienced a new stroke (and carer if appropriate), discharged from hospital under the care of an ESD team. The intervention group receives an extended stroke rehabilitation service provided for 18 months following completion of ESD. The extended rehabilitation service involves regular contact with a senior ESD team member who leads and coordinates further rehabilitation. Contact is usually by telephone. The control group receives usual stroke care post-ESD. Usual care may involve referral of patients to a range of rehabilitation services upon completion of ESD in accordance with local clinical practice. Randomisation is via a central independent web-based service. The primary outcome is extended activities of daily living (Nottingham Extended Activities of Daily Living Scale) at 24 months post-randomisation. Secondary outcomes (at 12 and 24 months post-randomisation) are health status, quality of life, mood and experience of services for patients, and quality of life, experience of services and carer stress for carers. Resource use and adverse events are also collected. Outcomes are undertaken by a blinded assessor. Implementation and delivery of the extended stroke rehabilitation service will also be described. Semi-structured interviews will be conducted with a subsample of participants and staff to gain insight into perceptions and experiences of rehabilitation services delivered or received. Allowing for 25% attrition, 510 participants are needed to provide 90% power to detect a difference in mean Nottingham Extended Activities of Daily Living Scale score of 6 with a 5% significance level. The provision of longer term support for stroke survivors is currently limited. The results from this trial will inform future stroke service planning and configuration. This trial was registered with ISRCTN (identifier: ISRCTN45203373 ) on 9 August 2012.

School Nurse Communication Effectiveness with Physicians and Satisfaction with School Health Services

ERIC Educational Resources Information Center

Volkman, Julie E.; Hillemeier, Marianne M.

2008-01-01

This study examined school nurses' communication with community physicians and its relationship to school nurse satisfaction with school health services. A stratified random sample of school nurses in Pennsylvania (N = 615) were surveyed about communication effectiveness with community physicians, satisfaction with school health services for…

Reimbursement for school nursing health care services: position statement.

PubMed

Lowe, Janet; Cagginello, Joan; Compton, Linda

2014-09-01

Children come to school with a variety of health conditions, varying from moderate health issues to multiple, severe chronic health illnesses that have a profound and direct impact on their ability to learn. The registered professional school nurse (hereinafter referred to as school nurse) provides medically necessary services in the school setting to improve health outcomes and promote academic achievement. The nursing services provided are reimbursable services in other health care settings, such as hospitals, clinics, and home care settings. The National Association of School Nurses (NASN) believes that school nursing services that are reimbursable nursing services in other health care systems should also be reimbursable services in the school setting, while maintaining the same high quality care delivery standards. Traditionally, local and state tax revenues targeted to fund education programs have paid for school nursing health services. School nurses are in a strategic position to advocate for improving clinical processes to better fit with community health care providers and to align reimbursements with proposed changes. Restructuring reimbursement programs will enable health care funding streams to assist in paying for school nursing services delivered to students in the school setting. Developing new innovative health financing opportunities will help to increase access, improve quality, and reduce costs. The goal is to promote a comprehensive and cost-effective health care delivery model that integrates schools, families, providers, and communities.

Associations between Extending Access to Primary Care and Emergency Department Visits: A Difference-In-Differences Analysis.

PubMed

Whittaker, William; Anselmi, Laura; Kristensen, Søren Rud; Lau, Yiu-Shing; Bailey, Simon; Bower, Peter; Checkland, Katherine; Elvey, Rebecca; Rothwell, Katy; Stokes, Jonathan; Hodgson, Damian

2016-09-01

Health services across the world increasingly face pressures on the use of expensive hospital services. Better organisation and delivery of primary care has the potential to manage demand and reduce costs for hospital services, but routine primary care services are not open during evenings and weekends. Extended access (evening and weekend opening) is hypothesized to reduce pressure on hospital services from emergency department visits. However, the existing evidence-base is weak, largely focused on emergency out-of-hours services, and analysed using a before-and after-methodology without effective comparators. Throughout 2014, 56 primary care practices (346,024 patients) in Greater Manchester, England, offered 7-day extended access, compared with 469 primary care practices (2,596,330 patients) providing routine access. Extended access included evening and weekend opening and served both urgent and routine appointments. To assess the effects of extended primary care access on hospital services, we apply a difference-in-differences analysis using hospital administrative data from 2011 to 2014. Propensity score matching techniques were used to match practices without extended access to practices with extended access. Differences in the change in "minor" patient-initiated emergency department visits per 1,000 population were compared between practices with and without extended access. Populations registered to primary care practices with extended access demonstrated a 26.4% relative reduction (compared to practices without extended access) in patient-initiated emergency department visits for "minor" problems (95% CI -38.6% to -14.2%, absolute difference: -10,933 per year, 95% CI -15,995 to -5,866), and a 26.6% (95% CI -39.2% to -14.1%) relative reduction in costs of patient-initiated visits to emergency departments for minor problems (absolute difference: -£767,976, -£1,130,767 to -£405,184). There was an insignificant relative reduction of 3.1% in total emergency department visits (95% CI -6.4% to 0.2%). Our results were robust to several sensitivity checks. A lack of detailed cost reporting of the running costs of extended access and an inability to capture health outcomes and other health service impacts constrain the study from assessing the full cost-effectiveness of extended access to primary care. The study found that extending access was associated with a reduction in emergency department visits in the first 12 months. The results of the research have already informed the decision by National Health Service England to extend primary care access across Greater Manchester from 2016. However, further evidence is needed to understand whether extending primary care access is cost-effective and sustainable.

Investigating Business Schools' Intentions about Offering E-Commerce Education Using an Extended Theory of Planned Behavior

ERIC Educational Resources Information Center

Dodor, Jean Baptiste K.; Rana, Dharam S.

2009-01-01

This study investigates business schools' intentions about offering e-commerce education (ECE) using an extended theory of planned behavior (ETPB). The need for an adequate match between future supply and demand of e-commerce skills constitutes the main motivation for the study. The results show that most business schools consider ECE important…

Whatever Happened to Extended Schools? The Story of an Ambitious Education Project

ERIC Educational Resources Information Center

Martin, Doug

2016-01-01

At a time when the memory of Every Child Matters and Extended Schools is fading fast, when the policy agenda has returned with a vengeance to an exclusive concern with governance, choice, regulation, and performance, when the school seems more than ever to be viewed by government as primarily a business selling exam results--we should remember…

Health Services: Results from the School Health Policies and Programs Study 2006

ERIC Educational Resources Information Center

Brener, Nancy D.; Wheeler, Lani; Wolfe, Linda C.; Vernon-Smiley, Mary; Caldart-Olson, Linda

2007-01-01

Background: The specific health services provided to students at school and the model for delivering these services vary across districts and schools. This article describes the characteristics of school health services in the United States, including state- and district-level policies and school practices. Methods: The Centers for Disease Control…

Chat reference service in medical libraries: part 2--Trends in medical school libraries.

PubMed

Dee, Cheryl R

2003-01-01

An increasing number of medical school libraries offer chat service to provide immediate, high quality information at the time and point of need to students, faculty, staff, and health care professionals. Part 2 of Chat Reference Service in Medical Libraries presents a snapshot of the current trends in chat reference service in medical school libraries. In late 2002, 25 (21%) medical school libraries provided chat reference. Trends in chat reference services in medical school libraries were compiled from an exploration of medical school library Web sites and informal correspondence from medical school library personnel. Many medical libraries are actively investigating and planning new chat reference services, while others have decided not to pursue chat reference at this time. Anecdotal comments from medical school library staff provide insights into chat reference service.

K-12 School Food Service Staff Training Interventions: A Review of the Literature.

PubMed

Stephens, Lacy; Byker Shanks, Carmen

2015-12-01

School food service professionals are vital to implementing national nutrition standards in school meal programs. Appropriate and effective training for these professionals may be one key to producing healthful meals that students are excited to eat and also meet United States Department of Agriculture (USDA) nutrient guidelines. A systematic literature review was conducted to understand the scope of interventions conducted with food service staff. PubMed, Web of Knowledge, and Science Direct databases were searched for articles detailing school food service training interventions in K-12 school settings within the United States. Of 2341 articles retrieved, 17 articles describing 14 food service training interventions met the inclusion criteria. While food service staff training was an important component of many comprehensive school health and school meal interventions, there were few studies that specifically addressed school food service staff trainings. Although some best practices can be concluded from the current literature, major gaps in knowledge about effective school food service training interventions and validated research tools remain. As new professional standards are mandated by the USDA, a more thorough evaluation and understanding of best practices is vital to maximize the effectiveness of food service staff training. © 2015, American School Health Association.

School-based cognitive behavioral interventions for anxious youth: study protocol for a randomized controlled trial.

PubMed

Haugland, Bente Storm Mowatt; Raknes, Solfrid; Haaland, Aashild Tellefsen; Wergeland, Gro Janne; Bjaastad, Jon Fauskanger; Baste, Valborg; Himle, Joe; Rapee, Ron; Hoffart, Asle

2017-03-04

Anxiety disorders are prevalent among adolescents and may have long-lasting negative consequences for the individual, the family and society. Cognitive behavioral therapy (CBT) is an effective treatment. However, many anxious youth do not seek treatment. Low-intensity CBT in schools may improve access to evidence-based services. We aim to investigate the efficacy of two CBT youth anxiety programs with different intensities (i.e., number and length of sessions), both group-based and administered as early interventions in a school setting. The objectives of the study are to examine the effects of school-based interventions for youth anxiety and to determine whether a less intensive intervention is non-inferior to a more intensive intervention. The present study is a randomized controlled trial comparing two CBT interventions to a waitlist control group. A total of 18 schools participate and we aim to recruit 323 adolescents (12-16 years). Youth who score above a cutoff on an anxiety symptom scale will be included in the study. School nurses recruit participants and deliver the interventions, with mental health workers as co-therapists and/or supervisors. Primary outcomes are level of anxiety symptoms and anxiety-related functional impairments. Secondary outcomes are level of depressive symptoms, quality of life and general psychosocial functioning. Non-inferiority between the two active interventions will be declared if a difference of 1.4 or less is found on the anxiety symptom measure post-intervention and a difference of 0.8 on the interference scale. Effects will be analyzed by mixed effect models, applying an intention to treat procedure. The present study extends previous research by comparing two programs with different intensity. A brief intervention, if effective, could more easily be subject to large-scale implementation in school health services. ClinicalTrials.gov, NCT02279251 . Registered on 15 October 2014. Retrospectively registered.

45 CFR 2516.600 - How are funds for school-based service-learning programs distributed?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 4 2010-10-01 2010-10-01 false How are funds for school-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Distribution of Funds § 2516.600 How are funds for school-based service-learning programs distributed? (a) Of...

45 CFR 2516.600 - How are funds for school-based service-learning programs distributed?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 4 2011-10-01 2011-10-01 false How are funds for school-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Distribution of Funds § 2516.600 How are funds for school-based service-learning programs distributed? (a) Of...

Position of the American Dietetic Association, School Nutrition Association, and Society for Nutrition Education: comprehensive school nutrition services.

PubMed

Briggs, Marilyn; Fleischhacker, Sheila; Mueller, Constance G

2010-01-01

It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health, and academic performance of our nation's children. Local school wellness policies may strengthen comprehensive nutrition services by encouraging multidisciplinary wellness teams, composed of school and community members, to work together in identifying local school needs, developing feasible strategies to address priority areas, and integrating comprehensive nutrition services with a coordinated school health program. This joint position paper affirms schools as an important partner in health promotion. To maximize the impact of school wellness policies on strengthening comprehensive, integrated nutrition services in schools nationwide, ADA, SNA, and SNE recommend specific strategies in the following key areas: nutrition education and promotion, food and nutrition programs available on the school campus, school-home-community partnerships, and nutrition-related health services. Copyright © 2010 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

45 CFR 2516.600 - How are funds for school-based service-learning programs distributed?

Code of Federal Regulations, 2014 CFR

2014-10-01

... remainder as the number of school-age youth in the State bears to the total number of school-age youth of... 45 Public Welfare 4 2014-10-01 2014-10-01 false How are funds for school-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS...

45 CFR 2516.600 - How are funds for school-based service-learning programs distributed?

Code of Federal Regulations, 2013 CFR

2013-10-01

... remainder as the number of school-age youth in the State bears to the total number of school-age youth of... 45 Public Welfare 4 2013-10-01 2013-10-01 false How are funds for school-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS...

45 CFR 2516.600 - How are funds for school-based service-learning programs distributed?

Code of Federal Regulations, 2012 CFR

2012-10-01

... remainder as the number of school-age youth in the State bears to the total number of school-age youth of... 45 Public Welfare 4 2012-10-01 2012-10-01 false How are funds for school-based service-learning... (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS...

Service Animals in School. Position Statement

ERIC Educational Resources Information Center

Garret, Jennifer; Teskey, Carmen; Duncan, Kay; Strasser, Kathy

2014-01-01

It is the position of the National Association of School Nurses (NASN) that registered school nurses (hereinafter referred to as school nurses) are integral to the team planning process necessary to successfully integrate "service animals" into schools. A request to bring a service animal into the school setting presents questions due to…

Redesigning Schools to Reach Every Student with Excellent Teachers: Change Management--Key Theories to Consider when Extending Reach

ERIC Educational Resources Information Center

Barrett, Sharon Kebschull

2012-01-01

As schools, their teachers, and outside facilitators redesign jobs and incorporate technology to extend the reach of excellent teachers to more students and develop an Opportunity Culture for all, choosing the right school models is just one part of the task. The human experience--and experience in education--says that even perfect design will not…

Forecasting Three-Month Outcomes in a Laboratory School Comparison of Mixed Amphetamine Salts Extended Release (Adderall XR) and Atomoxetine (Strattera) in School-Aged Children with ADHD

ERIC Educational Resources Information Center

Faraone, Stephen V.; Wigal, Sharon B.; Hodgkins, Paul

2007-01-01

Objective: Compare observed and forecasted efficacy of mixed amphetamine salts extended release (MAS-XR; Adderall) with atomoxetine (Strattera) in ADHD children. Method: The authors analyze data from a randomized, double-blind, multicenter, parallel-group, forced-dose-escalation laboratory school study of children ages 6 to 12 with ADHD combined…

7 CFR 240.9 - Use of funds.

Code of Federal Regulations, 2011 CFR

2011-01-01

... school food authorities (for program schools), service institutions and nonresidential child care... foods for use in their food service under the National School Lunch Program, Child Care Food Program, or... school food authorities (for program schools), service institutions and nonresidential child care...

7 CFR 240.9 - Use of funds.

Code of Federal Regulations, 2010 CFR

2010-01-01

... school food authorities (for program schools), service institutions and nonresidential child care... foods for use in their food service under the National School Lunch Program, Child Care Food Program, or... school food authorities (for program schools), service institutions and nonresidential child care...

7 CFR 240.9 - Use of funds.

Code of Federal Regulations, 2012 CFR

2012-01-01

... school food authorities (for program schools), service institutions and nonresidential child care... foods for use in their food service under the National School Lunch Program, Child Care Food Program, or... school food authorities (for program schools), service institutions and nonresidential child care...

7 CFR 240.9 - Use of funds.

Code of Federal Regulations, 2014 CFR

2014-01-01

... school food authorities (for program schools), service institutions and nonresidential child care... foods for use in their food service under the National School Lunch Program, Child Care Food Program, or... school food authorities (for program schools), service institutions and nonresidential child care...

7 CFR 240.9 - Use of funds.

Code of Federal Regulations, 2013 CFR

2013-01-01

... school food authorities (for program schools), service institutions and nonresidential child care... foods for use in their food service under the National School Lunch Program, Child Care Food Program, or... school food authorities (for program schools), service institutions and nonresidential child care...

Understanding school food service characteristics associated with higher competitive food revenues can help focus efforts to improve school food environments.

PubMed

Guthrie, Joanne F; Newman, Constance; Ralston, Katherine; Prell, Mark; Ollinger, Michael

2012-08-01

Many school food services sell extra foods and beverages, popularly referred to as “competitive foods,” in addition to USDA school meals. On the basis of national survey data, most competitive foods and beverages selected by students are of low nutritional value. Recent federal legislation will allow schools that participate in USDA school meal programs to sell competitive foods only if the food items they sell meet nutrition standards based on the Dietary Guidelines for Americans. Concerns have been raised about the potential effects of limiting competitive foods on local school food service finances. However, national data indicate that only in a subset of schools do food services receive large amounts of revenues from competitive foods. These food services are typically located in secondary schools in more affluent districts, serving higher proportions of students who do not receive free or reduced price meals. Compared to other food services, these food services couple higher competitive food revenues with lower school meal participation. Increasing school meal participation could increase meal revenues to offset any loss of competitive food revenues. Replacing less-healthful competitive items with healthier options could also help maintain school food service revenues while improving the school food environment. Nationally consistent nutrition standards for competitive foods may encourage development and marketing of healthful products.

29 CFR 4.145 - Extended term contracts.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 1 2011-07-01 2011-07-01 false Extended term contracts. 4.145 Section 4.145 Labor Office...'Hara Service Contract Act Changes in Contract Coverage § 4.145 Extended term contracts. (a) Sometimes service contracts are entered into for an extended term exceeding one year; however, their continuation in...

29 CFR 4.145 - Extended term contracts.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 29 Labor 1 2013-07-01 2013-07-01 false Extended term contracts. 4.145 Section 4.145 Labor Office...'Hara Service Contract Act Changes in Contract Coverage § 4.145 Extended term contracts. (a) Sometimes service contracts are entered into for an extended term exceeding one year; however, their continuation in...

29 CFR 4.145 - Extended term contracts.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 29 Labor 1 2012-07-01 2012-07-01 false Extended term contracts. 4.145 Section 4.145 Labor Office...'Hara Service Contract Act Changes in Contract Coverage § 4.145 Extended term contracts. (a) Sometimes service contracts are entered into for an extended term exceeding one year; however, their continuation in...

Predicting the Weather and Building the Boats: Full Service Schools as One Avenue to School Success for All of America's Children

ERIC Educational Resources Information Center

Kronick, Robert F.

2003-01-01

This article describes the evolution of full service schools. Full service schools stress prevention, collaboration and systems change. Prevention is geared toward corrections, mental health and welfare, all topics of keen interest to people working in and studying criminal justice. By providing mental health services at the school for both…

47 CFR 54.513 - Resale and transfer of services.

Code of Federal Regulations, 2012 CFR

2012-10-01

... (CONTINUED) UNIVERSAL SERVICE Universal Service Support for Schools and Libraries § 54.513 Resale and...) Permissible fees. This prohibition on resale shall not bar schools, school districts, libraries, and library... and equipment components of eligible services may be transferred to another eligible school or library...

47 CFR 54.513 - Resale and transfer of services.

Code of Federal Regulations, 2011 CFR

2011-10-01

... (CONTINUED) UNIVERSAL SERVICE Universal Service Support for Schools and Libraries § 54.513 Resale and...) Permissible fees. This prohibition on resale shall not bar schools, school districts, libraries, and library... and equipment components of eligible services may be transferred to another eligible school or library...

School Co-ops and Shared Media Services

ERIC Educational Resources Information Center

Miller, Thomas E.

1973-01-01

Examines shared services through school system cooperatives as one of the most promising alternatives to the reorganization of small school districts. Criteria are proposed for selection of services to be shared. Nine types of media services are discussed that could be provided appropriately through school cooperatives. (Author/WM)

Contractual School Psychological Services: Prevalence and Practices.

ERIC Educational Resources Information Center

Brown, Michael B.; Gibson, Ron L.; Bolen, Larry M.

2000-01-01

School districts (N=121) in a Southeastern state were surveyed concerning the prevalence and practices of contract school psychological services in public schools. Most reported that their primary service was providing triennial reevaluations. Survey determined that the most pressing concern regarding contractual services is ensuring that these…

78 FR 28622 - Notice of Approval of Record of Decision for Extending F-Line Streetcar Service to Fort Mason...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-15

...] Notice of Approval of Record of Decision for Extending F-Line Streetcar Service to Fort Mason Center... Environmental Impact Statement (Final EIS) for extending the F-Line historic streetcar service to Fort Mason... turnaround terminus at the Fort Mason Center; and installing appurtenant features such as signals, crossings...

[Frequency of use of school cafeterias in middle and high schools in 3 French districts].

PubMed

Michaud, C; Feur, E; Gerbouin-Rérolle, P; Leynaud-Rouaud, C; Chateil, S; Gourdon, M

2000-09-01

Reports from the French Ministry of Education warn of a decrease in the use of school food services, especially in sensitive urban areas. They also suggest that this decline has led to cases of malnutrition. This article describes the characteristics of the current supply of school meals and measures the evolution of demand observed between 1992 and 1996 in relation to the economic situation of students' families. The study was carried out in 3 departments in France: Doubs, Herault, and Val de Marne. The administrators of all public and private middle and high schools in the 3 departments received a questionnaire asking them to describe the services offered in their cafeterias and to provide the corresponding statistical and accounting data. External food services near the schools were also taken into account. Seventy-nine percent of schools responded to the survey. Concerning the services offered, 91% of schools have their own cafeterias, of which 81% are managed by the schools. Concerning the evolution of utilisation, a significant decrease in the number of meals served in seen in middle schools. On the other hand, high schools have observed stable utilisation. The positive changes in utilisation are linked, in middle schools, to characteristics of the schools' internal food services (self-service, choice of main courses, modulation of seats). In high schools, positive changes in the utilisation of school services are linked to the lack of external food services near the schools. As middle schools and high schools control the logistics and management of food services offered to students, they are potentially in a position to influence a policy on this issue. The evolution in utilisation is very different among departments and between middle and high schools. While economic precariousness has a negative structural effect on utilisation, it doesn't seem to be a major factor in the evolution of the decrease observed over the past few years.

Technology Solutions for School Food Service.

ERIC Educational Resources Information Center

Begalle, Mary

2002-01-01

Considers ways to include schools' food service departments in technology planning. Discusses school food service software applications, considerations and challenges of automating food service operations, and business-to-business Internet solutions. (EV)

School-Based Mental Health Services: Definitions and Models of Effective Practice

ERIC Educational Resources Information Center

Doll, Beth; Nastasi, Bonnie K.; Cornell, Laura; Song, Samuel Y.

2017-01-01

School-based mental health services are those delivered by school-employed and community-employed providers in school buildings. With the implementation of provisions of the Patient Protection and Affordable Care Act (2010) that funds school-based health centers, school-based mental health services could become more broadly available in…

Associations between Extending Access to Primary Care and Emergency Department Visits: A Difference-In-Differences Analysis

PubMed Central

Whittaker, William; Anselmi, Laura; Lau, Yiu-Shing; Bower, Peter; Checkland, Katherine; Elvey, Rebecca; Stokes, Jonathan

2016-01-01

Background Health services across the world increasingly face pressures on the use of expensive hospital services. Better organisation and delivery of primary care has the potential to manage demand and reduce costs for hospital services, but routine primary care services are not open during evenings and weekends. Extended access (evening and weekend opening) is hypothesized to reduce pressure on hospital services from emergency department visits. However, the existing evidence-base is weak, largely focused on emergency out-of-hours services, and analysed using a before-and after-methodology without effective comparators. Methods and Findings Throughout 2014, 56 primary care practices (346,024 patients) in Greater Manchester, England, offered 7-day extended access, compared with 469 primary care practices (2,596,330 patients) providing routine access. Extended access included evening and weekend opening and served both urgent and routine appointments. To assess the effects of extended primary care access on hospital services, we apply a difference-in-differences analysis using hospital administrative data from 2011 to 2014. Propensity score matching techniques were used to match practices without extended access to practices with extended access. Differences in the change in “minor” patient-initiated emergency department visits per 1,000 population were compared between practices with and without extended access. Populations registered to primary care practices with extended access demonstrated a 26.4% relative reduction (compared to practices without extended access) in patient-initiated emergency department visits for “minor” problems (95% CI -38.6% to -14.2%, absolute difference: -10,933 per year, 95% CI -15,995 to -5,866), and a 26.6% (95% CI -39.2% to -14.1%) relative reduction in costs of patient-initiated visits to emergency departments for minor problems (absolute difference: -£767,976, -£1,130,767 to -£405,184). There was an insignificant relative reduction of 3.1% in total emergency department visits (95% CI -6.4% to 0.2%). Our results were robust to several sensitivity checks. A lack of detailed cost reporting of the running costs of extended access and an inability to capture health outcomes and other health service impacts constrain the study from assessing the full cost-effectiveness of extended access to primary care. Conclusions The study found that extending access was associated with a reduction in emergency department visits in the first 12 months. The results of the research have already informed the decision by National Health Service England to extend primary care access across Greater Manchester from 2016. However, further evidence is needed to understand whether extending primary care access is cost-effective and sustainable. PMID:27598248

47 CFR 54.523 - Payment for the non-discount portion of supported services.

Code of Federal Regulations, 2012 CFR

2012-10-01

...) COMMON CARRIER SERVICES (CONTINUED) UNIVERSAL SERVICE Universal Service Support for Schools and Libraries § 54.523 Payment for the non-discount portion of supported services. An eligible school, library, or... discounts. An eligible school, library, or consortium may not receive rebates for services or products...

47 CFR 54.523 - Payment for the non-discount portion of supported services.

Code of Federal Regulations, 2011 CFR

2011-10-01

...) COMMON CARRIER SERVICES (CONTINUED) UNIVERSAL SERVICE Universal Service Support for Schools and Libraries § 54.523 Payment for the non-discount portion of supported services. An eligible school, library, or... discounts. An eligible school, library, or consortium may not receive rebates for services or products...

47 CFR 54.523 - Payment for the non-discount portion of supported services.

Code of Federal Regulations, 2010 CFR

2010-10-01

... discounts. An eligible school, library, or consortium may not receive rebates for services or products...) COMMON CARRIER SERVICES (CONTINUED) UNIVERSAL SERVICE Universal Service Support for Schools and Libraries § 54.523 Payment for the non-discount portion of supported services. An eligible school, library, or...

School Mental Health Resources and Adolescent Mental Health Service Use

PubMed Central

Green, Jennifer Greif; McLaughlin, Katie A.; Alegría, Margarita; Costello, E. Jane; Gruber, Michael J.; Hoagwood, Kimberly; Leaf, Philip J.; Olin, Serene; Sampson, Nancy A,; Kessler, Ronald C.

2014-01-01

Objective Although schools are identified as critical for detecting youth mental disorders, little is known about whether the number of mental health providers and types of resources they offer influence student mental health service use. Such information could inform the development and allocation of appropriate school-based resources to increase service use. This paper examines associations of school resources with past-year mental health service use among students with 12-month DSM-IV mental disorders. Method Data come from the U.S. National Comorbidity Survey Adolescent Supplement (NCS-A), a national survey of adolescent mental health that included 4,445 adolescent-parent pairs in 227 schools in which principals and mental health coordinators completed surveys about school resources-policies for addressing student emotional problems. Adolescents and parents completed the Composite International Diagnostic Interview and reported mental health service use across multiple sectors. Multilevel multivariate regression was used to examine associations of school mental health resources and individual-level service use. Results Roughly half (45.3%) of adolescents with a 12-month DSM-IV disorder received past-year mental health services. Substantial variation existed in school resources. Increased school engagement in early identification was significantly associated with mental health service use for adolescents with mild/moderate mental and behavior disorders. The ratio of students-to-mental health providers was not associated with overall service use, but was associated with sector of service use. Conclusions School mental health resources, particularly those related to early identification, may facilitate mental health service use and influence sector of service use for youths with DSM disorders. PMID:23622851

Building a Full Service School: Florida's Model of Collaboration for School-Based and School-Linked Services.

ERIC Educational Resources Information Center

Calfee, Carol; Meredith, Mimi, Ed.; Wittwer, Frank

This book is designed to guide readers as they consider establishing a full-service school in their community. Drawing on a working model with a 5-year history of development and implementation, the book shows how schools and community social, welfare, and health agencies can work together to deliver services to children and their families. After…

The experiences of Cypriot hearing adults with Deaf parents in family, school, and society.

PubMed

Hadjikakou, Kika; Christodoulou, Despina; Hadjidemetri, Eleni; Konidari, Maria; Nicolaou, Nicoletta

2009-01-01

This paper investigates the personal experiences of hearing adults with signing Deaf parents in their families, school, and society. In order to obtain relevant information, in-depth semi-structured interviews were conducted with 10 Cypriot hearing adults with Deaf parents between the ages of 21 and 30 years with different occupation, sex, and educational background. It was found that most of the participants developed a bicultural identity, undertook the interpreter and protector role in their family, and interacted well with their parents, despite the lack of in-depth communication that they noted. The positive role of the extended family was acknowledged. The prejudices of Cypriot hearing people against the Deaf people were identified, as well as the lack of state support toward the Deaf community. This study has implications for Deaf parents, and professionals working, planning, and implementing social, psychological, and educational support services to Deaf-parented families.

“Markings” of a Class

PubMed Central

Mather, James M.; Anderson, Donald O.; Cox, Albert R.; Williams, Donald H.

1965-01-01

In 1954 the first class in medicine graduated from the University of British Columbia. This class of 57 men and three women left a statistical trail behind them which began before they entered medical school, and which now has extended 10 years into their professional postgraduate careers. This first class was made up largely of British Columbians of older age than subsequent classes. The overall achievement and aptitude of the class was high, as measured by premedical grades, intelligence tests and Medical College Admission Test scores. Interest tests at the time of admission indicated that the members of the class had major interest levels in the fields of science and social service or humanitarianism. The subsequent medical school performance of the class was exceptional. Of the class, 63.4% interned in teaching hospitals. By 1964 only 53.4% of the graduates were engaged in general practice. Most of the graduates are now practising in British Columbia. PMID:14278023

Children with Co-occurring Academic and Behavior Problems in First grade: Distal Outcomes in Twelfth Grade

PubMed Central

Darney, Dana; Reinke, Wendy M.; Herman, Keith C.; Stormont, Melissa; Ialongo, Nicholas S.

2012-01-01

The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678 predominately African American first-grade students. The type and number of classes identified in first grade differed by gender, but results indicated that students within the classes of behavior and academic problems had long-term negative outcomes in the twelfth grade. The class with co-occurring academic and behavior problems in first grade had the greatest risk for negative distal outcomes for both boys and girls including higher likelihood of special education placement, mental health service use, poor academic achievement, and school dropout. Implications for prevention, early intervention, and current practices in schools are discussed. PMID:23375176

Extending Digital Repository Architectures to Support Disk Image Preservation and Access

DTIC Science & Technology

2011-06-01

Extending Digital Repository Architectures to Support Disk Image Preservation and Access Kam Woods School of Information and Library Science University...of North Carolina 216 Lenoir Drive, CB #3360 1-(919)-966-3598 kamwoods@email.unc.edu Christopher A. Lee School of Information and Library ... Science University of North Carolina 216 Lenoir Drive, CB #3360 1-(919)-962-7204 callee@ils.unc.edu Simson Garfinkel Graduate School of

Urban African American Males' Perceptions of School Counseling Services

ERIC Educational Resources Information Center

Owens, Delila; Simmons, Robert W., III; Bryant, Rhonda M.; Henfield, Malik

2011-01-01

Using a qualitative framework, researchers explored urban African American male students' perceptions of their school counselors and the ways to improve school counseling services. While participants reported positive feelings toward their school counselors, they identified specific services school counselors can offer them to optimize academic…

47 CFR 54.511 - Ordering services.

Code of Federal Regulations, 2010 CFR

2010-10-01

... eligible services shall not charge schools, school districts, libraries, library consortia, or consortia... under § 54.501 or consortium that includes an eligible school or library and a service provider shall be... December 31, 1998. (2) For a school, library, or consortium that includes an eligible school or library...

29 CFR 4.145 - Extended term contracts.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 29 Labor 1 2014-07-01 2013-07-01 true Extended term contracts. 4.145 Section 4.145 Labor Office of...'Hara Service Contract Act Changes in Contract Coverage § 4.145 Extended term contracts. (a) Sometimes service contracts are entered into for an extended term exceeding one year; however, their continuation in...

29 CFR 4.145 - Extended term contracts.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 1 2010-07-01 2010-07-01 true Extended term contracts. 4.145 Section 4.145 Labor Office of...'Hara Service Contract Act Changes in Contract Coverage § 4.145 Extended term contracts. (a) Sometimes service contracts are entered into for an extended term exceeding one year; however, their continuation in...

The right location? Experiences of refugee adolescents seen by school-based mental health services.

PubMed

Fazel, Mina; Garcia, Jo; Stein, Alan

2016-07-01

Access to needed mental health services can be particularly difficult for newly arrived refugee and asylum-seeking adolescents, although many attend school. This study examined young refugees' impressions and experience of mental health services integrated within the school system. Semi-structured interviews were conducted with 40 adolescent refugees discharged by three school-based mental health services across the United Kingdom. Two-thirds preferred to be seen at school. Rumination and worry about insecurity in the asylum process had a negative impact particularly on the adolescents' social functioning and ability to focus at school. The important role played by teachers in supporting and mediating contact with mental health services was valued by those interviewed. The study confirms that schools offer an important location for mental health services for adolescent refugees and provide an important portal for integration of services. © The Author(s) 2016.

Elementary School Parents'/Guardians' Perceptions of School Health Service Personnel and the Services They Provide

ERIC Educational Resources Information Center

Kirchofer, Gregg; Telljohann, Susan K.; Price, James H.; Dake, Joseph A.; Ritchie, Martin

2007-01-01

Background: The school nurse, the school social worker, and the school counselor play an important role in promoting the health of children. Health services in the school setting provide opportunities to appraise, protect, and promote student health. The purpose of this study was to identify parents' or caregivers' perceptions and beliefs…

Elementary school parents'/guardians' perceptions of school health service personnel and the services they provide.

PubMed

Kirchofer, Gregg; Telljohann, Susan K; Price, James H; Dake, Joseph A; Ritchie, Martin

2007-11-01

The school nurse, the school social worker, and the school counselor play an important role in promoting the health of children. Health services in the school setting provide opportunities to appraise, protect, and promote student health. The purpose of this study was to identify parents' or caregivers' perceptions and beliefs regarding the importance of schools providing various health services to their elementary school-aged children. In addition, the study examined the levels of parental support for, perceptions of, and contact with school health service personnel. In 2005, a nationally representative random sample of 369 (51% return rate) parents of elementary school-aged children completed the questionnaire developed for this study. A majority of parents/caregivers reported that their child's school had a school nurse (78.8%) and counselor (60.5%), but only 22.6% reported their school had a social worker. A majority of parents/caregivers perceived full-time school nurses (86.3%), school counselors (78.6%), and school social workers (56.3%) as important or extremely important and that schools should be held responsible for having each in their child's elementary school. A majority of parents/caregivers were willing to pay an increase in yearly tax dollars to have full-time school health personnel. This study established a level of parental support for, perceptions of, and contact with school health service personnel. Parents were most supportive of school nurses and should be perceived as allies in ensuring job security.

The New Design Handbook for School Food Service. Revised.

ERIC Educational Resources Information Center

Silberberg, Susan Crowl

A handbook, created for both designers and users of food service facilities in schools, provides reference information and guidance for making sure schools can provide quality food service. The handbook's first six chapters include explanations on how to start a school food service design project; required space, including kitchen work flow and…

47 CFR 54.501 - Eligibility for services provided by telecommunications carriers.

Code of Federal Regulations, 2010 CFR

2010-10-01

...) COMMON CARRIER SERVICES (CONTINUED) UNIVERSAL SERVICE Universal Service Support for Schools and Libraries... services to eligible schools, libraries, and consortia including those entities. (b) Schools. (1) Only... under this subpart. (c) Libraries. (1) Only libraries eligible for assistance from a State library...

Green School--A Service Learning Instrument to Enhance School Society Relation

ERIC Educational Resources Information Center

Madhusoodanan, Harikrishnan; Vitus, Geetha Janet

2014-01-01

A Green school is energy efficient, higher performing school that can be environmentally beneficial. Importance of Green school lies in the environmental friendliness value it upholds. Service learning has emanated out of philosophies of progressiveness and pragmatism. Service learning enables students to grow and learn through active…

Cost-benefit study of school nursing services.

PubMed

Wang, Li Yan; Vernon-Smiley, Mary; Gapinski, Mary Ann; Desisto, Marie; Maughan, Erin; Sheetz, Anne

2014-07-01

In recent years, across the United States, many school districts have cut on-site delivery of health services by eliminating or reducing services provided by qualified school nurses. Providing cost-benefit information will help policy makers and decision makers better understand the value of school nursing services. To conduct a case study of the Massachusetts Essential School Health Services (ESHS) program to demonstrate the cost-benefit of school health services delivered by full-time registered nurses. Standard cost-benefit analysis methods were used to estimate the costs and benefits of the ESHS program compared with a scenario involving no school nursing service. Data from the ESHS program report and other published studies were used. A total of 477 163 students in 933 Massachusetts ESHS schools in 78 school districts received school health services during the 2009-2010 school year. School health services provided by full-time registered nurses. Costs of nurse staffing and medical supplies incurred by 78 ESHS districts during the 2009-2010 school year were measured as program costs. Program benefits were measured as savings in medical procedure costs, teachers' productivity loss costs associated with addressing student health issues, and parents' productivity loss costs associated with student early dismissal and medication administration. Net benefits and benefit-cost ratio were calculated. All costs and benefits were in 2009 US dollars. During the 2009-2010 school year, at a cost of $79.0 million, the ESHS program prevented an estimated $20.0 million in medical care costs, $28.1 million in parents' productivity loss, and $129.1 million in teachers' productivity loss. As a result, the program generated a net benefit of $98.2 million to society. For every dollar invested in the program, society would gain $2.20. Eighty-nine percent of simulation trials resulted in a net benefit. The results of this study demonstrated that school nursing services provided in the Massachusetts ESHS schools were a cost-beneficial investment of public money, warranting careful consideration by policy makers and decision makers when resource allocation decisions are made about school nursing positions.

47 CFR 54.504 - Requests for services.

Code of Federal Regulations, 2012 CFR

2012-10-01

... SERVICE Universal Service Support for Schools and Libraries § 54.504 Requests for services. (a) Filing of the FCC Form 471. An eligible school, library, or consortium that includes an eligible school or library seeking to receive discounts for eligible services under this subpart, shall, upon signing a...

School mental health resources and adolescent mental health service use.

PubMed

Green, Jennifer Greif; McLaughlin, Katie A; Alegría, Margarita; Costello, E Jane; Gruber, Michael J; Hoagwood, Kimberly; Leaf, Philip J; Olin, Serene; Sampson, Nancy A; Kessler, Ronald C

2013-05-01

Although schools are identified as critical for detecting youth mental disorders, little is known about whether the number of mental health providers and types of resources that they offer influence student mental health service use. Such information could inform the development and allocation of appropriate school-based resources to increase service use. This article examines associations of school resources with past-year mental health service use among students with 12-month DSM-IV mental disorders. Data come from the U.S. National Comorbidity Survey Adolescent Supplement (NCS-A), a national survey of adolescent mental health that included 4,445 adolescent-parent pairs in 227 schools in which principals and mental health coordinators completed surveys about school resources and policies for addressing student emotional problems. Adolescents and parents completed the Composite International Diagnostic Interview and reported mental health service use across multiple sectors. Multilevel multivariate regression was used to examine associations of school mental health resources and individual-level service use. Nearly half (45.3%) of adolescents with a 12-month DSM-IV disorder received past-year mental health services. Substantial variation existed in school resources. Increased school engagement in early identification was significantly associated with mental health service use for adolescents with mild/moderate mental and behavior disorders. The ratio of students to mental health providers was not associated with overall service use, but was associated with sector of service use. School mental health resources, particularly those related to early identification, may facilitate mental health service use and may influence sector of service use for youths with DSM disorders. Copyright © 2013 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

Athletic Trainer Services in US Private Secondary Schools.

PubMed

Pike, Alicia; Pryor, Riana R; Mazerolle, Stephanie M; Stearns, Rebecca L; Casa, Douglas J

2016-09-01

Availability of athletic trainer (AT) services in US secondary schools has recently been reported to be as high as 70%, but this only describes the public sector. The extent of AT coverage in private secondary school settings has yet to be investigated and may differ from the public secondary school setting for several reasons, including differences in funding sources. To determine the level of AT services in US private secondary schools and identify the reasons why some schools did not employ ATs. Concurrent mixed-methods study. Private secondary schools in the United States. Of 5414 private secondary schools, 2044 (38%) responded to the survey. School administrators responded to the survey via telephone or e-mail. This instrument was previously used in a study examining AT services among public secondary schools. Descriptive statistics provided national data. Open-ended questions were evaluated through content analysis. Of the 2044 schools that responded, 58% (1176/2044) offered AT services, including 28% (574/2040) full time, 25% (501/2042) part time, 4% (78/1918) per diem, and 20% (409/2042) from a hospital or clinic. A total of 84% (281 285/336 165) of athletes had access to AT services. Larger private secondary schools were more likely to have AT services available. Barriers to providing AT services in the private sector were budgetary constraints, school size and sports, and lack of awareness of the role of an AT. More than half of the surveyed private secondary schools in the United States had AT services available; however, only 28% had a full-time AT. This demonstrates the need for increased medical coverage to provide athletes in this setting the appropriate level of care. Budgetary concerns, size of the school and sport offerings, and lack of awareness of the role of the AT continued to be barriers in the secondary school setting.

Athletic Trainer Services in US Private Secondary Schools

PubMed Central

Pike, Alicia; Pryor, Riana R.; Mazerolle, Stephanie M.; Stearns, Rebecca L.; Casa, Douglas J.

2016-01-01

Context: Availability of athletic trainer (AT) services in US secondary schools has recently been reported to be as high as 70%, but this only describes the public sector. The extent of AT coverage in private secondary school settings has yet to be investigated and may differ from the public secondary school setting for several reasons, including differences in funding sources. Objective: To determine the level of AT services in US private secondary schools and identify the reasons why some schools did not employ ATs. Design: Concurrent mixed-methods study. Setting: Private secondary schools in the United States. Patients or Other Participants: Of 5414 private secondary schools, 2044 (38%) responded to the survey. Main Outcome Measure(s): School administrators responded to the survey via telephone or e-mail. This instrument was previously used in a study examining AT services among public secondary schools. Descriptive statistics provided national data. Open-ended questions were evaluated through content analysis. Results: Of the 2044 schools that responded, 58% (1176/2044) offered AT services, including 28% (574/2040) full time, 25% (501/2042) part time, 4% (78/1918) per diem, and 20% (409/2042) from a hospital or clinic. A total of 84% (281 285/336 165) of athletes had access to AT services. Larger private secondary schools were more likely to have AT services available. Barriers to providing AT services in the private sector were budgetary constraints, school size and sports, and lack of awareness of the role of an AT. Conclusions: More than half of the surveyed private secondary schools in the United States had AT services available; however, only 28% had a full-time AT. This demonstrates the need for increased medical coverage to provide athletes in this setting the appropriate level of care. Budgetary concerns, size of the school and sport offerings, and lack of awareness of the role of the AT continued to be barriers in the secondary school setting. PMID:27749083

Athletic Trainer Services in Public and Private Secondary Schools.

PubMed

Pike, Alicia M; Pryor, Riana R; Vandermark, Lesley W; Mazerolle, Stephanie M; Casa, Douglas J

2017-01-01

 The presence of athletic trainers (ATs) in secondary schools to provide medical care is crucial, especially with the rise in sports participation and resulting high volume of injuries. Previous authors have investigated the level of AT services offered, but the differences in medical care offered between the public and private sectors have not been explored.  To compare the level of AT services in public and private secondary schools.  Concurrent mixed-methods study.  Public and private secondary schools in the United States.  A total of 10 553 secondary schools responded to the survey (8509 public, 2044 private).  School administrators responded to the survey via telephone or e-mail. Descriptive statistics depict national data. Open-ended questions were evaluated through content analysis.  A greater percentage of public secondary schools than private secondary schools hired ATs. Public secondary schools provided a higher percentage of full-time, part-time, and clinic AT services than private secondary schools. Only per diem AT services were more frequent in the private sector. Regardless of the extent of services, reasons for not employing an AT were similar between sectors. Common barriers were budget, school size, and lack of awareness of the role of an AT. Unique to the public sector, remote location was identified as a challenge faced by some administrators.  Both public and private secondary schools lacked ATs, but higher percentages of total AT services and full-time services were available in the public sector. Despite differences in AT services, both settings provided a similar number of student-athletes with access to medical care. Barriers to hiring ATs were comparable between public and private secondary schools; however, remote location was a unique challenge for the public sector.

Athletic Trainer Services in Public and Private Secondary Schools

PubMed Central

Pike, Alicia M.; Pryor, Riana R.; Vandermark, Lesley W.; Mazerolle, Stephanie M.; Casa, Douglas J.

2017-01-01

Context: The presence of athletic trainers (ATs) in secondary schools to provide medical care is crucial, especially with the rise in sports participation and resulting high volume of injuries. Previous authors have investigated the level of AT services offered, but the differences in medical care offered between the public and private sectors have not been explored. Objective: To compare the level of AT services in public and private secondary schools. Design: Concurrent mixed-methods study. Setting: Public and private secondary schools in the United States. Patients or Other Participants: A total of 10 553 secondary schools responded to the survey (8509 public, 2044 private). Main Outcome Measure(s): School administrators responded to the survey via telephone or e-mail. Descriptive statistics depict national data. Open-ended questions were evaluated through content analysis. Results: A greater percentage of public secondary schools than private secondary schools hired ATs. Public secondary schools provided a higher percentage of full-time, part-time, and clinic AT services than private secondary schools. Only per diem AT services were more frequent in the private sector. Regardless of the extent of services, reasons for not employing an AT were similar between sectors. Common barriers were budget, school size, and lack of awareness of the role of an AT. Unique to the public sector, remote location was identified as a challenge faced by some administrators. Conclusions: Both public and private secondary schools lacked ATs, but higher percentages of total AT services and full-time services were available in the public sector. Despite differences in AT services, both settings provided a similar number of student-athletes with access to medical care. Barriers to hiring ATs were comparable between public and private secondary schools; however, remote location was a unique challenge for the public sector. PMID:28157403

Communicating for Quality in School Age Care Services

ERIC Educational Resources Information Center

Cartmel, Jennifer; Grieshaber, Susan

2014-01-01

School Age Care (SAC) services have existed in Australia for over 100 years but they have tended to take a back seat when compared with provision for school-aged children and those under school age using early childhood education and care (ECEC) services. Many SAC services are housed in shared premises and many children attending preparatory or…

School-Based Mental Health Services: Service System Reform in South Carolina.

ERIC Educational Resources Information Center

Motes, Patricia Stone; Pumariega, Andres; Simpson, Mary Ann; Sanderson, Jennifer

This paper reports on the University of South Carolina School-Based Mental Health Project, a program which provides mental health services within a public school setting in an effort to maximize the preventive and educational effects of mental health services within schools. The project is also developing a model to serve as a foundation for a…

Health Services for the School-Age Child, 1989 [and] Supplement.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem.

The purpose of these two publications is to help Oregon school districts develop and implement health services programs for students in preschool through grade 12. Section 1 of the primary text provides an overview of the school health program in terms of the state standard for health services, development of a school health services program, and…

Innovation and effectiveness: changing the scope of school nurses in New Zealand secondary schools.

PubMed

Kool, Bridget; Thomas, David; Moore, Dennis; Anderson, Angelika; Bennetts, Phillipa; Earp, Karlynne; Dawson, Dianne; Treadwell, Nicky

2008-04-01

To describe the changing role of school nurses in eight New Zealand (NZ) secondary schools from low socio-economic areas with high Pacific Island and Māori rolls. An evaluation of a pilot addressing under-achievement in low-decile schools in Auckland, NZ (2002-05). Annual semi-structured school nurse interviews and analysis of routinely collected school health service data were undertaken. Two patterns of school nurse operation were identified: an embracing pattern, where nurses embraced the concept of providing school-based health services; and a Band-Aid pattern, where only the basics for student health care were provided by school nurses. School nurses with an embracing pattern of practice provided more effective school-based health services. School health services are better served by nurses with structured postgraduate education that fosters the development of a nurse-practitioner role. Co-ordination of school nurses either at a regional or national level is required.

Mental Health Service Use in Schools and Non-School-Based Outpatient Settings: Comparing Predictors of Service Use

PubMed Central

Langer, David A.; Wood, Jeffrey J.; Wood, Patricia A.; Garland, Ann F.; Landsverk, John; Hough, Richard L.

2015-01-01

Researchers have consistently documented a gap between the large number of US youth meeting criteria for a mental health disorder with significant associated impairment, and the comparatively few youth receiving services. School-based mental health care may address the need–services gap by offering services more equitably to youth in need, irrespective of family economic resources, availability of transportation, and other factors that can impede access to community clinics. However, diagnoses alone do not fully capture the severity of an individual's mental health status and need for services. Studying service use only in relation to diagnoses may restrict our understanding of the degree to which service use is reflective of service need, and inhibit our ability to compare school and non-school-based outpatient settings on their responsiveness to service need. The present study evaluated predictors of mental health service use in school- and community-based settings for youth who had had an active case in one of two public sectors of care, comparing empirically-derived dimensional measurements of youth mental health service need and impairment ratings against non-need variables (e.g., ethnicity, income). Three dimensions of youth mental health service need were identified. Mental health service need and non-need variables each played a significant predictive role. Parent-rated impairment was the strongest need-based predictor of service use across settings. The impact of non-need variables varied by service setting, with parental income having a particularly noticeable effect on school-based services. Across time, preceding service use and impairment each significantly predicted future service use. PMID:26442131

Mental Health Service Use in Schools and Non-School-Based Outpatient Settings: Comparing Predictors of Service Use.

PubMed

Langer, David A; Wood, Jeffrey J; Wood, Patricia A; Garland, Ann F; Landsverk, John; Hough, Richard L

2015-09-01

Researchers have consistently documented a gap between the large number of US youth meeting criteria for a mental health disorder with significant associated impairment, and the comparatively few youth receiving services. School-based mental health care may address the need-services gap by offering services more equitably to youth in need, irrespective of family economic resources, availability of transportation, and other factors that can impede access to community clinics. However, diagnoses alone do not fully capture the severity of an individual's mental health status and need for services. Studying service use only in relation to diagnoses may restrict our understanding of the degree to which service use is reflective of service need, and inhibit our ability to compare school and non-school-based outpatient settings on their responsiveness to service need. The present study evaluated predictors of mental health service use in school- and community-based settings for youth who had had an active case in one of two public sectors of care, comparing empirically-derived dimensional measurements of youth mental health service need and impairment ratings against non-need variables (e.g., ethnicity, income). Three dimensions of youth mental health service need were identified. Mental health service need and non-need variables each played a significant predictive role. Parent-rated impairment was the strongest need-based predictor of service use across settings. The impact of non-need variables varied by service setting, with parental income having a particularly noticeable effect on school-based services. Across time, preceding service use and impairment each significantly predicted future service use.

Substance use among middle school students: associations with self-rated and peer-nominated popularity.

PubMed

Tucker, Joan S; Green, Harold D; Zhou, Annie J; Miles, Jeremy N V; Shih, Regina A; D'Amico, Elizabeth J

2011-06-01

Associations of popularity with adolescent substance use were examined among 1793 6-8th grade students who completed an in-school survey. Popularity was assessed through both self-ratings and peer nominations. Students who scored higher on either measure of popularity were more likely to be lifetime cigarette smokers, drinkers, and marijuana users, as well as past month drinkers. Self-rated popularity was positively associated with past month marijuana use and heavy drinking, and peer-nominated popularity showed a quadratic association with past month heavy drinking. These results extend previous work and highlight that popularity, whether based on self-perceptions or peer friendship nominations, is a risk factor for substance use during middle school. Given the substantial increase in peer influence during early adolescence, prevention program effectiveness may be enhanced by addressing popularity as a risk factor for substance use or working with popular students to be peer leaders to influence social norms and promote healthier choices. Copyright © 2010 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

45 CFR 2516.100 - What is the purpose of school-based service-learning programs?

Code of Federal Regulations, 2012 CFR

2012-10-01

... school-based service-learning programs is to promote service-learning as a strategy to support high...-learning programs? 2516.100 Section 2516.100 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility...

45 CFR 2516.100 - What is the purpose of school-based service-learning programs?

Code of Federal Regulations, 2013 CFR

2013-10-01

... school-based service-learning programs is to promote service-learning as a strategy to support high...-learning programs? 2516.100 Section 2516.100 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility...

45 CFR 2516.100 - What is the purpose of school-based service-learning programs?

Code of Federal Regulations, 2014 CFR

2014-10-01

... school-based service-learning programs is to promote service-learning as a strategy to support high...-learning programs? 2516.100 Section 2516.100 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility...

Beyond parenting practices: extended kinship support and the academic adjustment of African-American and European-American teens.

PubMed

Pallock, Linda L; Lamborn, Susie D

2006-10-01

This study examined adolescents' perceptions of parenting practices and extended kinship support in relation to academic adjustment for 104 African American and 60 European American 9th and 10th graders (14 and 15 year olds). For African-American teens, parental acceptance was associated with school values, teacher bonding, and work orientation. Higher levels of behavioral control and lower levels of psychological control were associated with a stronger work orientation. After accounting for the demographic variables and the three parenting practices, higher levels of extended kinship support related to stronger school values, higher teacher bonding, and a stronger work orientation. For European-American teens, parental acceptance related to academic adjustment, including stronger school values, higher teacher bonding, and a stronger work orientation. European-American adolescents with stronger extended kinship networks reported higher teacher bonding and a stronger work orientation. Results indicate the importance of extended kinship support for both African-American and European-American adolescents.

Chaplains' Perspectives on Their Work in Tasmanian Government Schools

ERIC Educational Resources Information Center

Rayner, Christopher S.; Swabey, Karen J.

2016-01-01

School chaplaincy services aim to promote student and school community well-being. Given the community interest in chaplaincy services in government schools, it is important that research inform future developments to maximize the potential benefits of chaplaincy services to schools. In this study, 68 chaplains in the Australian state of Tasmania…

[School hygiene in the past, present and future--in the opinion of the Inspector of Pediatrics and School Medicine and member of the European Society for Social Pediatrics (ESSOP)].

PubMed

Zaba, Ryszard; Bukartyk-Rusek, Bogna

2002-01-01

Yesterday. School hygiene acted in a clear way. Physician, pediatrician, nurse and hygienist were employed at school and were responsible for carrying out periodic examination, vaccination of school children and youth. They also supervised groups of children with posture defects, obesity, underweight, circulatory system and respiratory tract (asthma, anaphylaxis), diseases nervous system disorders and also propagated health education at school. Inspector of Pediatrics and School Medicine was in charge of School Medical Care. Today. Reform of the Public Health System. Medical examination and services have their value in money. A school physician, some hygienists and school nurses have been dismissed to decrease the financial costs of school hygiene. All medical services must be bought by the National Health Service. Public and private medical services at doctors and nurses are organized at schools. Each service performs examinations, vaccinations bought by the National Health Service or parents. A pupil is a subject of buying medical services. He may be vaccinated by a nurse but a medical examination must be either bought or performed by home doctor. The supervision of school children with different illnesses is not conducted by a school doctor. At present all the threats of contemporary world such as alcohol, tobacco, drug addiction, nervous system illnesses and allergies which are destructive for youth start when they are teenagers. School is an important place for carrying out on a large scale prophylactic services with medical teams of paediatricians, rehabilitation specialists and psychologists. Tomorrow. School Hygiene at School. Not at home doctor's. Recommendations, Daily Hygiene: personal, oral, food mental.... Hygiene of studying, rest and daily effort. Struggle with mass media, alcohol, drug, Internet, Computer addiction, violence, stupidity and poverty. School Hygiene should be adjusted to youth's health needs in accordance with the recommendations of European Society for Social Pediatrics (ESSOP) and Committee on Public Education, American Academy of Pediatrics and reinforced, it should not be eliminated.

Guidelines for School Health Services.

ERIC Educational Resources Information Center

Dougherty, Sarah; And Others

This publication was designed to assist chief school administrators, school nurses, school physicians, staff, and other school health personnel in developing, implementing, and evaluating sound school health programs for New Jersey public school students. Section I delineates responsibility for school health services, discussing the role of…

Counseling, Psychological, and Social Services Staffing: Policies in U.S. School Districts.

PubMed

Brener, Nancy; Demissie, Zewditu

2018-06-01

Schools are in a unique position to meet the mental and behavioral health needs of children and adolescents because approximately 95% of young people aged 7-17 years attend school. Little is known, however, about policies related to counseling, psychological, and social services staffing in school districts. This study analyzed the prevalence of such policies in public school districts in the U.S. Data from four cycles (2000, 2006, 2012, and 2016) of the School Health Policies and Practices Study, a national survey periodically conducted to assess policies and practices for ten components of school health, were analyzed in 2017. The survey collected data related to counseling, psychological, and social services among nationally representative samples of school districts using online or mailed questionnaires. Sampled districts identified respondents responsible for or most knowledgeable about the content of each questionnaire. The percentage of districts with a district-level counseling, psychological, and social services coordinator increased significantly from 62.6% in 2000 to 79.5% in 2016. In 2016, 56.3% of districts required each school to have someone to coordinate counseling, psychological, and social services at the school. Fewer districts required schools at each level to have a specified ratio of counselors to students (16.2% for elementary schools, 16.8% for middle schools, and 19.8% for high schools), and the percentage of districts with these requirements has decreased significantly since 2012. Increases in the prevalence of district-level staffing policies could help increase the quantity and quality of counseling, psychological, and social services staff in schools nationwide, which in turn could improve mental and behavioral health outcomes for students. This article is part of a supplement entitled The Behavioral Health Workforce: Planning, Practice, and Preparation, which is sponsored by the Substance Abuse and Mental Health Services Administration and the Health Resources and Services Administration of the U.S. Department of Health and Human Services. Published by Elsevier Inc.

School Counselors’ Perspectives of a Web-Based Stepped Care Mental Health Service for Schools: Cross-Sectional Online Survey

PubMed Central

King, Catherine; Subotic-Kerry, Mirjana; O'Moore, Kathleen; Christensen, Helen

2017-01-01

Background Mental health problems are common among youth in high school, and school counselors play a key role in the provision of school-based mental health care. However, school counselors occupy a multispecialist position that makes it difficult for them to provide care to all of those who are in need in a timely manner. A Web-based mental health service that offers screening, psychological therapy, and monitoring may help counselors manage time and provide additional oversight to students. However, for such a model to be implemented successfully, school counselors’ attitudes toward Web-based resources and services need to be measured. Objective This study aimed to examine the acceptability of a proposed Web-based mental health service, the feasibility of providing this type of service in the school context, and the barriers and facilitators to implementation as perceived by school counselors in New South Wales (NSW), Australia. Methods This study utilized an online cross-sectional survey to measure school counselors’ perspectives. Results A total of 145 school counselors completed the survey. Overall, 82.1% (119/145) thought that the proposed service would be helpful to students. One-third reported that they would recommend the proposed model, with the remaining reporting potential concerns. Years of experience was the only background factor associated with a higher level of comfort with the proposed service (P=.048). Personal beliefs, knowledge and awareness, Internet accessibility, privacy, and confidentiality were found to influence, both positively and negatively, the likelihood of school counselors implementing a Web-based school mental health service. Conclusions The findings of this study confirmed that greater support and resources are needed to facilitate what is already a challenging and emotionally demanding role for school counselors. Although the school counselors in this study were open to the proposed service model, successful implementation will require that the issues outlined are carefully addressed. PMID:29158207

Schooling and Children's Mental Health: Realigning Resources to Reduce Disparities and Advance Public Health.

PubMed

Atkins, Marc S; Cappella, Elise; Shernoff, Elisa S; Mehta, Tara G; Gustafson, Erika L

2017-05-08

Schools have long been the primary setting for children's mental health services but have neither the resources nor the expertise to manage these services independently. The critical importance of school success for children's adjustment provides a strong rationale for schooling as an essential component of children's mental health services. In this article, we review evidence for how schooling and mental health coalesce, suggesting an alignment of school and community mental health resources that prioritizes successful schooling as a key mental health outcome. We describe collaborative principles and ecological practices that advance a public health focus on children's mental health while also reducing the burden on schools to maintain mental health services. We close with a model of mental health services illustrating these principles and practices in high-poverty urban schools and propose future directions for research and practice to promote positive mental health for all children and youth.

Athletic Training Services in Public Secondary Schools: A Benchmark Study

PubMed Central

Pryor, Riana R.; Casa, Douglas J.; Vandermark, Lesley W.; Stearns, Rebecca L.; Attanasio, Sarah M.; Fontaine, Garrett J.; Wafer, Alex M.

2015-01-01

Context: Authors of the most recent study of athletic training (AT) services have suggested that only 42% of secondary schools have access to athletic trainers. However, this study was limited by a small sample size and was conducted more than 10 years ago. Objective: To determine current AT services in public secondary schools. Design: Cross-sectional study. Setting: Public secondary schools in the United States. Patients or Other Participants: A total of 8509 (57%) of 14 951 secondary schools from all 50 states and Washington, DC, responded to the survey. Main Outcome Measure(s): Data on AT services were collected for individual states, National Athletic Trainers' Association districts, and the nation. Results: Of the 8509 schools that responded, 70% (n = 5930) had AT services, including full-time (n = 3145, 37%), part-time (n = 2619, 31%), and per diem (n = 199, 2%) AT services, and 27% (n = 2299) had AT services from a hospital or physical therapy clinic. A total of 4075 of 8509 schools (48%) provided coverage at all sports practices. Eighty-six percent (2 394 284/2 787 595) of athletes had access to AT services. Conclusions: Since the last national survey, access to AT services increased such that 70% of respondent public secondary schools provided athletic trainers at sports games or practices. Approximately one-third of all public secondary schools had full-time athletic trainers. This number must increase further to provide appropriate medical coverage at athletic practices and games for secondary school athletes. PMID:25689559

Automated Information System for School Food Services.

ERIC Educational Resources Information Center

Hazarika, Panna; Galligan, Stephen

1982-01-01

Controlling warehousing operations and food inventory, administering school cafeteria activity, and measuring the profitability of food service operations are identified as food service administrative problems. A comprehensive school food services information system developed to address these problems is described. (Author/MLF)

The Three C's of School Food Service.

ERIC Educational Resources Information Center

Becker, Thelma L.

1986-01-01

Outlines (1) the changes that have occurred in school food service since the National School Lunch Act of 1946, (2) the choices in foods served and in new markets, and (3) an action plan for the challenges facing school food service professionals. (MLF)

Transition Planning

ERIC Educational Resources Information Center

Statfeld, Jenna L.

2011-01-01

Post-school transition is the movement of a child with disabilities from school to activities that occur after the completion of school. This paper provides information about: (1) post-school transition; (2) transition plan; (3) transition services; (4) transition planning; (5) vocational rehabilitation services; (6) services that are available…

Prevalence and Characteristics of School Services for High School Students with Attention-Deficit/Hyperactivity Disorder

PubMed Central

Murray, Desiree W.; Molina, Brooke S.G.; Glew, Kelly; Houck, Patricia; Greiner, Andrew; Fong, Dalea; Swanson, James; Arnold, L. Eugene; Lerner, Marc; Hechtman, Lily; Abikoff, Howard B.; Jensen, Peter S.

2014-01-01

This study examines the prevalence and characteristics of services reported by school staff for 543 high school students participating in the 8 year follow-up of the multi-site Multimodal Treatment study of ADHD (MTA). Overall, 51.6% of students with a history of attention-deficit/hyperactivity disorder (ADHD) were receiving services through an Individualized Educational Plan (IEP) or a 504 plan, a rate higher than expected for this age group. Less than 5% of these had 504 plans; 35.5% attended special education classes. Very few services (except tutoring) were provided outside of an IEP or 504 plan. Almost all students with services received some type of academic intervention, whereas only half received any behavioral support or learning strategy. Less than one-fourth of interventions appear to be evidence-based. Students receiving services showed greater academic and behavioral needs than those not receiving services. Services varied based upon type of school, with the greatest number of interventions provided to students attending schools that only serve those with disabilities. Original MTA treatment randomization was unrelated to services, but cumulative stimulant medication and greater severity predicted more service receipt. Results highlight a need for accommodations with greater evidence of efficacy and for increased services for students who develop academic difficulties in high school. PMID:25506403

Prevalence and Characteristics of School Services for High School Students with Attention-Deficit/Hyperactivity Disorder.

PubMed

Murray, Desiree W; Molina, Brooke S G; Glew, Kelly; Houck, Patricia; Greiner, Andrew; Fong, Dalea; Swanson, James; Arnold, L Eugene; Lerner, Marc; Hechtman, Lily; Abikoff, Howard B; Jensen, Peter S

2014-12-01

This study examines the prevalence and characteristics of services reported by school staff for 543 high school students participating in the 8 year follow-up of the multi-site Multimodal Treatment study of ADHD (MTA). Overall, 51.6% of students with a history of attention-deficit/hyperactivity disorder (ADHD) were receiving services through an Individualized Educational Plan (IEP) or a 504 plan, a rate higher than expected for this age group. Less than 5% of these had 504 plans; 35.5% attended special education classes. Very few services (except tutoring) were provided outside of an IEP or 504 plan. Almost all students with services received some type of academic intervention, whereas only half received any behavioral support or learning strategy. Less than one-fourth of interventions appear to be evidence-based. Students receiving services showed greater academic and behavioral needs than those not receiving services. Services varied based upon type of school, with the greatest number of interventions provided to students attending schools that only serve those with disabilities. Original MTA treatment randomization was unrelated to services, but cumulative stimulant medication and greater severity predicted more service receipt. Results highlight a need for accommodations with greater evidence of efficacy and for increased services for students who develop academic difficulties in high school.

Pre-Service and In-Service Secondary School Teachers' Knowledge about Attention-Deficit Hyperactivity Disorder (ADHD) and Attitudes toward Students with ADHD

ERIC Educational Resources Information Center

Liang, Limeng; Gao, Xuesong

2016-01-01

This article reports on a mixed-method inquiry into pre-service and in-service secondary school teachers' knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and attitudes toward students with this disorder in Hong Kong. The inquiry revealed no differences between pre-service and in-service secondary school teachers concerning their…

Position of the American Dietetic Association, Society for Nutrition Education, and American School Food Service Association--Nutrition services: an essential component of comprehensive school health programs.

PubMed

Briggs, Marilyn; Safaii, SeAnne; Beall, Deborah Lane

2003-04-01

It is the position of the American Dietetic Association (ADA), the Society for Nutrition Education (SNE), and the American School Food Service Association (ASFSA) that comprehensive nutrition services must be provided to all of the nation's preschool through grade twelve students. These nutrition services shall be integrated with a coordinated, comprehensive school health program and implemented through a school nutrition policy. The policy should link comprehensive, sequential nutrition education; access to and promotion of child nutrition programs providing nutritious meals and snacks in the school environment; and family, community, and health services' partnerships supporting positive health outcomes for all children. Childhood obesity has reached epidemic proportions and is directly attributed to physical inactivity and diet. Schools can play a key role in reversing this trend through coordinated nutrition services that promote policies linking comprehensive, sequential nutrition education programs, access to and marketing of child nutrition programs, a school environment that models healthy food choices, and community partnerships. This position paper provides information and resources for nutrition professionals to use in developing and supporting comprehensive school health programs. J Am Diet Assoc. 2003;103:505-514.

The Informal Economy: Recent Trends, Future Directions.

PubMed

Chen, Martha Alter

2016-08-01

Informal employment represents more than half of nonagricultural employment in most developing regions, contributes to the overall economy, and provides pathways to reduction of poverty and inequality. Support to the informal economy should include the expansion of occupational health and safety to include informal workers, based on an analysis of their work places and work risks. The paper presents main schools of thought and argues for a holistic understanding of the different segments of the informal work force and for policies and interventions tailored to the needs and constraints of these different segments. The paper recommends a policy approach which seeks to extend social protection, including occupational health and safety services, to informal workers, and to increase the productivity of informal enterprises and informal workers through an enabling environment and support services. The paper calls for a new paradigm of a hybrid economy which would value and integrate the informal economy alongside the formal economies. © The Author(s) 2016.

High School Students' Self-Reported Use of School Clinics and Nurses.

PubMed

Harper, Christopher R; Liddon, Nicole; Dunville, Richard; Habel, Melissa A

2016-10-01

Access to school health clinics and nurses has been linked with improved student achievement and health. Unfortunately, no studies have examined how many students report using school clinics or nurses and for which services. This study addressed this gap with data from a nationally representative sample of 15- to 25-year-olds. Respondents who reported being in high school were provided a list of services and asked whether they had gone to a school nurse or clinic for any of the listed services. Nearly 90% reported having access to a school clinic or nurse. Among students with access, 65.6% reported using at least one service. Non-White students and younger students were more likely to report having access to a clinic or nurse. These results show many students have access to clinics or nurses and are using these services, although not uniformly for all services. © The Author(s) 2016.

School Data Processing Services in Texas. A Cooperative Approach. [Revised.

ERIC Educational Resources Information Center

Texas Education Agency, Austin. Management Information Center.

The Texas plan for computer services provides services to public school districts through a statewide network of 20 regional Education Service Centers (ESC). Each of the three Multi-Regional Processing Centers (MRPCs) operates a large computer facility providing school district services within from three to eight ESC regions; each of the five…

School Data Processing Services in Texas: A Cooperative Approach.

ERIC Educational Resources Information Center

Texas Education Agency, Austin.

The Texas plan for computer services provides services to public school districts through a statewide network of 20 regional Education Service Centers (ESC). Each of the three Multi-Regional Processing Centers (MRPCs) operates a large computer facility providing school district services within from three to eight ESC regions; each of the five…

School Data Processing Services in Texas: A Cooperative Approach.

ERIC Educational Resources Information Center

Texas Education Agency, Austin.

The Texas plan for computer services provides services to public school districts through a statewide network of 20 regional Education Service Centers (ESO). Each of the three Multi-Regional Processing Centers (MRPCs) operates a large computer facility providing school district services within from three to eight ESC regions each of the five…

Hawaii School Library Media Centers: A Manual for Organization and Services.

ERIC Educational Resources Information Center

Izumo, Patsy M.; And Others

This guide for developing and implementing effective media programs in the schools of Hawaii outlines the development of school library media services in the state and presents guidelines for media services. Topics covered are: (1) philosophy of service; (2) programs and services; (3) library instruction; (4) collections; and (5) policies and…

School Climate Factors in Selected Full-Service and Traditional Elementary Schools in a Southeastern City: Contrasts and Comparisons

ERIC Educational Resources Information Center

Cornwill, William L.; Parks, Alicia L.

2007-01-01

This exploratory comparison of traditional and full-service schools' climates is an initial step in determining their differences. The authors established whether selected full-service and traditional elementary schools differ on five school climate factors indicating the student and teacher body composition, the students' socioeconomic status,…

The Evolution of School Social Work Services in an Urban School District

ERIC Educational Resources Information Center

Ayasse, Robert Henry; Stone, Susan I.

2015-01-01

The authors present a case history of the growth and development of school social work services between 2000 and 2012 in the San Francisco Unified School District. Responding to a gap in the literature describing growth of school social work services in local educational contexts, this case history reveals, consistent with prior research, that…

25 CFR 39.117 - How does a school provide gifted and talented services for a student?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false How does a school provide gifted and talented services... EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Gifted and Talented Programs § 39.117 How does a school provide gifted and talented services for a student? Gifted and talented...

Barriers to Seeking School Counselling: Malaysian Chinese School Students' Perspectives

ERIC Educational Resources Information Center

Chen, Kai Shen; Kok, Jin Kuan

2017-01-01

School counselling services have always been unpopular among Malaysian students. Many researchers have studied what prevents students from seeking mental health services. However, there is a lack of study on the barriers to seeking help in the context of Malaysian school counselling services. Using a sample of Chinese high school students (N =…

Medicaid Reimbursement for School Nursing Services: A Position Paper of the National Association of State School Nurse Consultants.

ERIC Educational Resources Information Center

Journal of School Health, 1996

1996-01-01

This statement of the National Association of State School Nurse Consultants lists those school nursing services and procedures the organization believes should be reimbursable by Medicaid to school districts. Identified services are in the areas of case finding, nursing care procedures, care coordination, patient/student counseling, and emergency…

Evaluating School-Based Psychological and Counselling Services in Macao Using a Qualitative Approach

ERIC Educational Resources Information Center

van Schalkwyk, Gertina J.; Sit, Holly H. Y.

2013-01-01

The purpose of this study was to explore the status of psychological services in schools in Macao, and the role of school counsellors providing these services. At present, school psychology is not a recognized profession within the territory and school counsellors appointed by the Direccao dos Servicos de Educacao e Juventude (DSEJ) through their…

76 FR 24356 - Airworthiness Directives; Airbus Model A300 B4-601, B4-603, B4-605R, C4-605R Variant F, and F4...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-02

... specified products. The MCAI states: Airbus, in the frame of the Extended Service Goal (ESG) exercise, has...) states: Airbus, in the frame of the Extended Service Goal (ESG) exercise, has demonstrated by post... aviation product. The MCAI describes the unsafe condition as: Airbus, in the frame of the Extended Service...

Facilitating Fresh: State Laws Supporting School Gardens Are Associated With Use of Garden-Grown Produce in School Nutrition Services Programs.

PubMed

Turner, Lindsey; Leider, Julien; Piekarz, Elizabeth; Schermbeck, Rebecca M; Merlo, Caitlin; Brener, Nancy; Chriqui, Jamie F

2017-06-01

To examine whether state laws are associated with the presence of school gardens and the use of garden-grown produce in school nutrition services programs. Nationally representative data from the School Health Policies and Practices Study 2014 were combined with objectively coded state law data regarding school gardens. Outcomes were: (1) the presence of a school garden at each school (n = 419 schools), and (2) the use of garden-grown items in the school nutrition services program. Multivariate logistic regression was used to examine each outcome. Contextual covariates included school level, size, locale, US Census region, student race/ethnic composition, and percentage of students eligible for free and reduced-priced meals. State law was not significantly associated with whether schools had a garden, but it was associated with whether schools used garden-grown items in nutrition services programs (odds ratio, 4.21; P < .05). Adjusted prevalence of using garden-grown items in nutrition services programs was 15.4% among schools in states with a supportive law, vs 4.4% among schools in states with no law. State laws that support school gardens may facilitate the use of garden-grown items in school nutrition service programs. Additional research is needed regarding the types of messaging that might be most effective for motivating school administrators to appreciate the value of school gardens. In addition, another area for further research pertains to scaling garden programs for broader reach. Copyright © 2017 Society for Nutrition Education and Behavior. All rights reserved.

School services pattern in urban and rural areas: A comparatives study (Case study: Elementary school in Malang City and Malang Regency)

NASA Astrophysics Data System (ADS)

Setyono, D. A.; Cahyo, D. D.

2017-06-01

Availability of public facilities are important to support community needs and activities, such as educational facilities (school). Those facilities was needed to endorse the development program implementation which are conducted both of local and national government especially to boost the human resources qualities. This study aims to measures service rates of elementary school in the Malang City and Malang Regency based on supply aspect especially on availability of school unit and also configures the spatial pattern of the school services. Theses study conducted based on the disparity of facility services hypotheses especially on school service provision between urban and rural areas, which are Malang City considered as urban areas and Malang Regency as rural areas. According to the analysis results, rate of elementary school services in the Malang City defined by CGC method about 272% while in Malang the Regency are slightly higher at 319%. The pattern of school services in Malang City relatively similar between its districts, except Klojen District as the growth center of Malang City has the highest rate of services. Meanwhile in the Malang Regency has unique pattern which are high service rates located in the Kepanjen District areas as the growth center of Malang Regency and also several districts that located surrounding the Malang City areas which has impact of city developments. Another district has the lowest service rates due to physical limitations, such as those districts/villages located in the forest areas, coastal areas, or mountainous areas. It is means that students in Malang Regency can access elementary school freely as students in Malang City, they are not only can choose the school in their residential areas but also they can access school everywhere especially from their neighboring areas. It also noticed that there are significant differences of elementary school services between urban center areas and suburban or peripheral areas so that appropriate policy measures are needed to provide equal and balance of educational facilities development throughout each areas. The policy should be arranged appropriately especially in Malang Regency in accordance to the special characteristics of each areas in aims to promote adequate school services and reach all areas equally.

Addressing Adolescent Depression in Schools: Evaluation of an In-Service Training for School Staff in the United States

ERIC Educational Resources Information Center

Valdez, Carmen R.; Budge, Stephanie L.

2012-01-01

This study evaluated an adolescent depression in-service training for school staff in the United States. A total of 252 school staff (e.g., teachers, principals, counselors) completed assessments prior to and following the in-service and a subsample of these staff participated in focus groups following the in-service and three months later.…

Utilizing the School Health Index to Foster University and Community Engagement

ERIC Educational Resources Information Center

King, Kristi McClary

2010-01-01

A Coordinated School Health Program maximizes a school's positive interaction among health education, physical education, health services, nutrition services, counseling/psychological/social services, health school environment, health promotion for staff, and family and community involvement. The purpose of this semester project is for…

School Library Media Centers in a Statewide Network.

ERIC Educational Resources Information Center

Fox, Carol

1990-01-01

Description of library services in Illinois focuses on school libraries and youth services. Topics discussed include multitype library systems; automation; youth services consultants; data collection for youth services; resource sharing for schools; promotion of reading and library programs; communications networks; and standards and certification…

34 CFR 300.139 - Location of services and transportation.

Code of Federal Regulations, 2012 CFR

2012-07-01

... EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in Private Schools § 300.139 Location of services and transportation. (a) Services on private school premises. Services to parentally-placed private school children with disabilities may be provided...

34 CFR 300.139 - Location of services and transportation.

Code of Federal Regulations, 2014 CFR

2014-07-01

... EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children with Disabilities Enrolled by Their Parents in Private Schools § 300.139 Location of services and transportation. (a) Services on private school premises. Services to parentally-placed private school children with disabilities may be provided...

Use of counselling services by school-attending adolescent girls in Nigeria.

PubMed

Azfredrick, Ezinwanne Christiana

2015-01-01

The purpose of this study was to examine the predictors and barriers to the use of school counselling services by school attending adolescent girls in south-east Nigeria. The study used a cross-sectional survey of 3065 adolescent girls, using a self-report counselling utilisation scale. Data were analysed using both descriptive and inferential statistics. About 80% of the participants had school counsellors and nearly half of the participants utilised the service. Regression results showed that father's level of education, availability of a counselling laboratory/room, contentment with the counselling services rendered predicted the use of the counselling service. Some of the barriers for non-use of school counselling services were shyness, fear and lack of confidentiality. School authorities will encourage uptake of counselling services by adolescents when adequate counselling consulting rooms are provided. This will increase confidence in adolescent clients and reduce fear attached to use of these services. This will improve their mental health and their academic performance.

A Blueprint for School-Based Services. School of the Future: Dallas.

ERIC Educational Resources Information Center

Iscoe, Louise

The Hogg Foundation for Mental Health created the School of the Future (SoF) project to enable selected Texas schools to coordinate and implement school-based social and health services on their campuses and to demonstrate the effectiveness of this method of service delivery by evaluating the project. At each of four urban sites consisting of a…

Revisiting the School of the Future: The Evolution of a School-Based Services Project.

ERIC Educational Resources Information Center

Iscoe, Louise K.; Keir, Scott S.

The Hogg Foundation for Mental Health created the School of the Future (SoF) project to enable selected Texas schools to coordinate and implement school-based social and health services on their campuses and to demonstrate the effectiveness of this method of service delivery by evaluating the project. This report documents the evolution of the SoF…

Schools.

PubMed

Rose, India D; Friedman, Daniela B

2017-04-01

Sexual and gender minority (SGM) youth are at disproportionate risk for HIV. Schools play an integral role in educating young people about sexual health in addition to providing sexual health services. This qualitative study examined SGM youths' perception of school sexual health education and services. A total of 42 self-identified African American SGM males participated in focus groups or in an in-depth interview. Qualitative findings revealed that schools are missing the opportunity to educate SGM youth about sexual health. Youth participants noted several barriers to accessing sexual health education and services at schools including limited, targeted health information and school nurses not being knowledgeable of health issues that impact SGM youth. Participants noted that school sexual health services are not adequately marketed to students and sometimes do not include testing for HIV and other sexually transmitted diseases. Suggestions for future research and implications for school nurses and sexual health services are discussed.

Twenty-first century learning after school: the case of 4-H.

PubMed

Kress, Cathann

2006-01-01

Founded in the early 1900s, the 4-H Youth Development program can serve as a model for out-of-school programs of the twenty-first century. The 4-H pledge, repeated by its members--over 7 million, ranging in age from five to twenty--articulates its core values: "I pledge: My head to clearer thinking, My heart to greater loyalty, My hands to larger service, and My health to better living for my club, my community, my country, and my world." The 4-H Development movement was created to provide opportunities for rural children, to help them become constructive adults. Through an emphasis on "learning by doing," 4-H teaches children the habits of lifelong learning. Historically, 4-H has tapped into university-level advancements, extending such knowledge to youth and thereby giving them early access to scientific discoveries and technological progress. Members apply this learning in their communities through hands-on projects crossing a wide-range of pertinent topics. Research shows that 4-H members are more successful in school than other children and develop a wide range of skills essential in the twenty-first century. Thus, the author makes the case that the foundation of 4-H is exceptionally relevant in today's complex world, perhaps even more so than a century ago. 4-H is a leader in youth development, making it a natural model for twenty-first century after-school programs. Expanding on the 4-H pledge, the author outlines the principles a successful youth development program would have: an emphasis on leadership skills, a feeling of connection and belonging, a forum for exploring career opportunities, and a component of meaningful community service.

The Effectiveness of School-Based Mental Health Services for Elementary-Aged Children: A Meta-Analysis.

PubMed

Sanchez, Amanda L; Cornacchio, Danielle; Poznanski, Bridget; Golik, Alejandra M; Chou, Tommy; Comer, Jonathan S

2018-03-01

Given problems and disparities in the use of community-based mental health services for youth, school personnel have assumed frontline mental health service roles. To date, most research on school-based services has evaluated analog educational contexts with services implemented by highly trained study staff, and little is known about the effectiveness of school-based mental health services when implemented by school professionals. Random-effects meta-analytic procedures were used to synthesize effects of school-based mental health services for elementary school-age children delivered by school personnel and potential moderators of treatment response. Forty-three controlled trials evaluating 49,941 elementary school-age children met the selection criteria (mean grade 2.86, 60.3% boys). Overall, school-based services demonstrated a small-to-medium effect (Hedges g = 0.39) in decreasing mental health problems, with the largest effects found for targeted intervention (Hedges g = 0.76), followed by selective prevention (Hedges g = 0.67), compared with universal prevention (Hedges g = 0.29). Mental health services integrated into students' academic instruction (Hedges g = 0.59), those targeting externalizing problems (Hedges g = 0.50), those incorporating contingency management (Hedges g = 0.57), and those implemented multiple times per week (Hedges g = 0.50) showed particularly strong effects. Considering serious barriers precluding youth from accessing necessary mental health care, the present meta-analysis suggests child psychiatrists and other mental health professionals are wise to recognize the important role that school personnel, who are naturally in children's lives, can play in decreasing child mental health problems. Copyright © 2018 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

Evaluation of an intervention to improve the management of allergens in school food services in the city of Barcelona.

PubMed

Fontcuberta-Famadas, M; Serral, G; López, M J; Balfagón, P; García-Cid, E; Caballé-Gavaldà, L

2018-02-15

An intervention to promote the development of an allergen control plan (ACP) and preventive measures for the management of allergens in school food services was implemented in all schools of Barcelona city over a three-year period (2013-2015) by the public health services. The present study aimed to assess changes regarding the management of food allergens in school food services in Barcelona after an intervention conducted by the public health services of the city. School meal operators of a random sample of 117 schools were assessed before and after the intervention using a structured questionnaire. The questionnaire collected general information on the students and their demand for special menus, and included 17 closed questions regarding the implementation of specific preventive measures for the management of allergens. Based on these 17 questions, a food safety score was calculated for each school. The improvement in these scores was evaluated. The results showed positive increments in the percentage of implementation of 12 of the 17 preventive measures assessed. The percentage of school food services with an implemented ACP increased by 49%. Schools with external and internal food supplies increased their scores by 16.5% and 19.6%, respectively. The greatest improvements were observed in smaller food services and in schools located in districts with low gross household incomes. The intervention was effective in improving school food services' management of allergens and in reducing the differences found among food services in the pre-intervention survey. We must also focus efforts on reducing socio-economic inequalities linked to the management of allergens. Copyright © 2018 SEICAP. Published by Elsevier España, S.L.U. All rights reserved.

Teachers' Perspectives of Children's Mental Health Service Needs in Urban Elementary Schools

ERIC Educational Resources Information Center

Williams, James Herbert; Horvath, Violet E.; Wei, Hsi-Sheng; Van Dorn, Richard A.; Jonson-Reid, Melissa

2007-01-01

This study uses a phenomenological approach to investigate elementary school teachers' perspectives on children's mental health service needs. Focus groups were conducted at two elementary schools with differing levels of available social services in a moderate-sized urban midwestern school district. Data collection centered on six prominent…

Sex, Kids, and Politics. Health Services in Schools.

ERIC Educational Resources Information Center

Emihovich, Catherine; Herrington, Carolyn D.

This book examines practical, cultural, and political implications of placing health service programs in public schools, detailing three cases of Florida school districts, where a controversial statewide initiative for health services in schools recently went into effect. The plan supports programs to promote the health of medically underserved…

77 FR 19525 - National School Lunch Program: School Food Service Account Revenue Amendments Related to the...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-02

... National School Lunch Program: School Food Service Account Revenue Amendments Related to the Healthy, Hunger-Free Kids Act of 2010; Approval of Information Collection Request AGENCY: Food and Nutrition Service, USDA. ACTION: Interim final rule; approval of information collection request. SUMMARY: The Food...

Contributions of Ecological School Mental Health Services to Students' Academic Success

ERIC Educational Resources Information Center

Doll, Beth; Spies, Rob; Champion, Allison

2012-01-01

This article describes an ecological framework for school mental health services that differs in important ways from existing service delivery models. The model is based on research describing ecological frameworks underlying students' school success. Ecological characteristics of schools and classrooms that promote academic success are described…

Principals' Perceptions of School Counselor Roles and Satisfaction with School Counseling Services

ERIC Educational Resources Information Center

Beesley, Denise; Frey, Lisa L.

2006-01-01

This study surveyed principals (N = 303) across the nation about their perceptions of school counselor roles and satisfaction with counseling services. Results from this exploratory study revealed that principals reported overall satisfaction with counseling services, although satisfaction varied across levels (elementary, middle school/junior…

Training Guidelines for Healthy School Meals for Food Service Professionals.

ERIC Educational Resources Information Center

Food and Consumer Service (USDA), Washington, DC.

These guidelines offer recommended topic areas and content for training local-level food service personnel. The recommended topic areas for training school food service directors/supervisors and food service managers are nutrition requirements, menu planning for school meals, procurement, financial management, marketing, food production, program…

47 CFR 54.502 - Eligible services.

Code of Federal Regulations, 2012 CFR

2012-10-01

... SERVICE Universal Service Support for Schools and Libraries § 54.502 Eligible services. (a) Supported... comprise a single library branch. Discounts are not available for internal connections in non-instructional buildings of a school or school district, or in administrative buildings of a library, to the extent that a...

Retooling food service for early elementary school students in Somerville, Massachusetts: the Shape Up Somerville experience.

PubMed

Goldberg, Jeanne P; Collins, Jessica J; Folta, Sara C; McLarney, Mary Jo; Kozower, Claire; Kuder, Julia; Clark, Valerie; Economos, Christina D

2009-07-01

Changes in the school food environment are a logical target to prevent childhood overweight. We describe the food service component of a 2-year research intervention to prevent excess weight gain in children. The goals of the food service component were to improve the presentation and nutrient quality of school meals and to incorporate more fruits and vegetables into students' diets. The project engaged food service staff, students, parents, teachers, and school leaders to improve school nutrition. Modifications addressed needs and barriers identified though dialogue with the food service director, focus groups, key informant interviews, and surveys of school employees, students, and parents and guardians. Attitudes and behavior changes were measured through surveys, direct observation, and sales data. More fruits, vegetables, whole grains, and low-fat dairy products were available during the intervention years; menus and à la carte choices were brought into closer compliance with recommended guidelines for children; attitudes of students, parents and guardians, school faculty, and food service staff improved; and policies related to food service were adopted. Strategic modification to improve nutrition and increase acceptability of the food served in schools is feasible and sustainable. These results demonstrate that changes to food service can lead to improved nutrient profiles and more favorable attitudes toward food served at school meals. Such changes can help prevent childhood obesity.

Mental Health Service Use Among Adolescents with an Autism Spectrum Disorder

PubMed Central

Narendorf, Sarah Carter; Shattuck, Paul T.; Sterzing, Paul R.

2012-01-01

Objective This study examined prevalence and correlates of mental health service use among adolescents with an autism spectrum disorder (ASD). Methods Data from the National Longitudinal Transition Study-2 (NLTS2) was used to examine mental health service use among youth with an ASD (n=920). Nationally representative estimates generalize to students enrolled in the special education autism category. Regression models examined the association of predisposing, enabling, and need factors with service use overall then with receiving these services at school. Results Overall, 46% had used a mental health service in the past year. Of those that received a service, 49% had received it at school. Need variables were the strongest correlates of service use. African American youths, and youths from lower income families were more likely to receive school-based services. Conclusion The school plays a key role in providing services, especially for vulnerable populations. Focused attention on these youths is needed to ensure continuity of care as they leave high school. PMID:21807842

Educational technology infrastructure and services in North American medical schools.

PubMed

Kamin, Carol; Souza, Kevin H; Heestand, Diane; Moses, Anna; O'Sullivan, Patricia

2006-07-01

To describe the current educational technology infrastructure and services provided by North American allopathic medical schools that are members of the Association of American Medical Colleges (AAMC), to present information needed for institutional benchmarking. A Web-based survey instrument was developed and administered in the fall of 2004 by the authors, sent to representatives of 137 medical schools and completed by representatives of 88, a response rate of 64%. Schools were given scores for infrastructure and services provided. Data were analyzed with one-way analyses of variance, chi-square, and correlation coefficients. There was no difference in the number of infrastructure features or services offered based on region of the country, public versus private schools, or size of graduating class. Schools implemented 3.0 (SD = 1.5) of 6 infrastructure items and offered 11.6 (SD = 4.1) of 22 services. Over 90% of schools had wireless access (97%), used online course materials for undergraduate medical education (97%), course management system for graduate medical education (95%) and online teaching evaluations (90%). Use of services differed across the undergraduate, graduate, and continuing medical education continuum. Outside of e-portfolios for undergraduates, the least-offered services were for services to graduate and continuing medical education. The results of this survey provide a benchmark for the level of services and infrastructure currently supporting educational technology by AAMC-member allopathic medical schools.

Primary healthcare providers’ views on improving sexual and reproductive healthcare for adolescents in Bolivia, Ecuador, and Nicaragua

PubMed Central

Jaruseviciene, Lina; Orozco, Miguel; Ibarra, Marcia; Ossio, Freddy Cordova; Vega, Bernardo; Auquilla, Nancy; Medina, Joel; Gorter, Anna C.; Decat, Peter; De Meyer, Sara; Temmerman, Marleen; Edmonds, Alexander B.; Valius, Leonas; Lazarus, Jeffrey V.

2013-01-01

Objectives To elicit the views of primary healthcare providers from Bolivia, Ecuador, and Nicaragua on how adolescent sexual and reproductive health (ASRH) care in their communities can be improved. Methods Overall, 126 healthcare providers (46 from Bolivia, 39 from Ecuador, and 41 from Nicaragua) took part in this qualitative study. During a series of moderated discussions, they provided written opinions about the accessibility and appropriateness of ASRH services and suggestions for its improvement. The data were analyzed by employing a content analysis methodology. Results Study participants emphasized managerial issues such as the prioritization of adolescents as a patient group and increased healthcare providers’ awareness about adolescent-friendly approaches. They noted that such an approach needs to be extended beyond primary healthcare centers. Schools, parents, and the community in general should be encouraged to integrate issues related to ASRH in the everyday life of adolescents and become ‘gate-openers’ to ASRH services. To ensure the success of such measures, action at the policy level would be required. For example, decision-makers could call for developing clinical guidelines for this population group and coordinate multisectoral efforts. Conclusions To improve ASRH services within primary healthcare institutions in three Latin American countries, primary healthcare providers call for focusing on improving the youth-friendliness of health settings. To facilitate this, they suggested engaging with key stakeholders, such as parents, schools, and decision-makers at the policy level. PMID:23680267

Do family-planning workers in China support provision of sexual and reproductive health services to unmarried young people?

PubMed

Tu, Xiaowen; Cui, Nian; Lou, Chaohua; Gao, Ersheng

2004-04-01

To ascertain the perspectives of family-planning service providers in eight sites in China on the provision of sexual and reproductive health services to unmarried young people. Data were drawn from a survey of 1927 family-planning workers and 16 focus group discussions conducted in eight sites in China in 1998-99. Family-planning workers recognized the need to protect the sexual health of unmarried young people and were unambiguous about the need for government agencies to provide information and education on sexual and reproductive health to unmarried young people; however, perceptions about the appropriate age for and content of such education remained conservative. While about 70% of family-planning workers were willing to provide contraceptives to unmarried young people, and about 60% approved government provision of contraceptive services to unmarried young people, only one quarter agreed that the services could be extended to senior high schools. Family-planning workers in China are ambivalent about the provision of sexual and reproductive health services to unmarried young people, which potentially poses a significant obstacle to the adoption of safe sex behaviours by young people, as well as to the provision of sexual and reproductive health information and services to young unmarried people in China. Training programmes for family-planning workers are urgently needed to address this issue.

A Drug and Alcohol Aftercare Service: Linking Adolescents, Families and Schools.

ERIC Educational Resources Information Center

Fertman, Carl I.; Toca, Olivia A.

1988-01-01

Describes first-year service process and implementation evaluation of aftercare service for adolescents who had completed drug and alcohol treatment programs. Results showed that aftercare service, developed cooperatively by schools and community agencies to support and link adolescents, parents, and schools during adolescents' recovery, helped…

Managed Care, School Health Programs, and Adolescent Health Services: Opportunities for Health Promotion.

ERIC Educational Resources Information Center

Santelli, John; Vernon, Mary; Lowry, Richard; Osorio, Jenny; DuShaw, Martha; Lancaster, Mary Sue; Pham, Ngoc; Song, Elisa; Ginn, Elizabeth; Kolbe, Lloyd J.

1998-01-01

Managed care organizations (MCOs) and school health programs share some common goals and some competing, conflicting priorities. Partnerships between the two are important for the effective coordination and delivery of comprehensive adolescent health services. This paper discusses adolescent clinical preventive services, school health services,…

45 CFR 2516.300 - Who may participate in a school-based service-learning program?

Code of Federal Regulations, 2010 CFR

2010-10-01

...-learning program? 2516.300 Section 2516.300 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Participate § 2516.300 Who may participate in a school-based service-learning program? Students...

45 CFR 2516.100 - What is the purpose of school-based service-learning programs?

Code of Federal Regulations, 2010 CFR

2010-10-01

...-learning programs? 2516.100 Section 2516.100 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Apply § 2516.100 What is the purpose of school-based service-learning programs? The purpose of...

45 CFR 2516.300 - Who may participate in a school-based service-learning program?

Code of Federal Regulations, 2011 CFR

2011-10-01

...-learning program? 2516.300 Section 2516.300 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Participate § 2516.300 Who may participate in a school-based service-learning program? Students...

45 CFR 2516.100 - What is the purpose of school-based service-learning programs?

Code of Federal Regulations, 2011 CFR

2011-10-01

...-learning programs? 2516.100 Section 2516.100 Public Welfare Regulations Relating to Public Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Apply § 2516.100 What is the purpose of school-based service-learning programs? The purpose of...

On Campus Benefits from an Innovative Extended Campus Library Services Program.

ERIC Educational Resources Information Center

Cookingham, Robert M.

Utilizing the experience of the library of California State University (CSU), Chico in servicing off-campus students who receive instruction via a two-way audio and one-way video communication network called the Instructional Television Fixed Service (ITFS), this paper examines the role that extended campus library services can play in the process…

Developing the Research Database for the School-Based Youth Services Program. Administrative Summary.

ERIC Educational Resources Information Center

Veale, James R.

The School-based Youth Services Program (SBYSP) provides a one-stop location or center accessible to teens within or close to the public school. It is designed to help at-risk students by coordinating services between the community and the school, with the goal of keeping students in school and helping them gain skills that lead to employment,…

School Counselors' Perspectives of a Web-Based Stepped Care Mental Health Service for Schools: Cross-Sectional Online Survey.

PubMed

O'Dea, Bridianne; King, Catherine; Subotic-Kerry, Mirjana; O'Moore, Kathleen; Christensen, Helen

2017-11-20

Mental health problems are common among youth in high school, and school counselors play a key role in the provision of school-based mental health care. However, school counselors occupy a multispecialist position that makes it difficult for them to provide care to all of those who are in need in a timely manner. A Web-based mental health service that offers screening, psychological therapy, and monitoring may help counselors manage time and provide additional oversight to students. However, for such a model to be implemented successfully, school counselors' attitudes toward Web-based resources and services need to be measured. This study aimed to examine the acceptability of a proposed Web-based mental health service, the feasibility of providing this type of service in the school context, and the barriers and facilitators to implementation as perceived by school counselors in New South Wales (NSW), Australia. This study utilized an online cross-sectional survey to measure school counselors' perspectives. A total of 145 school counselors completed the survey. Overall, 82.1% (119/145) thought that the proposed service would be helpful to students. One-third reported that they would recommend the proposed model, with the remaining reporting potential concerns. Years of experience was the only background factor associated with a higher level of comfort with the proposed service (P=.048). Personal beliefs, knowledge and awareness, Internet accessibility, privacy, and confidentiality were found to influence, both positively and negatively, the likelihood of school counselors implementing a Web-based school mental health service. The findings of this study confirmed that greater support and resources are needed to facilitate what is already a challenging and emotionally demanding role for school counselors. Although the school counselors in this study were open to the proposed service model, successful implementation will require that the issues outlined are carefully addressed. ©Bridianne O'Dea, Catherine King, Mirjana Subotic-Kerry, Kathleen O'Moore, Helen Christensen. Originally published in JMIR Mental Health (http://mental.jmir.org), 20.11.2017.

Mental Health Service Delivery Systems and Perceived Qualifications of Mental Health Service Providers in School Settings

ERIC Educational Resources Information Center

Dixon, Decia Nicole

2009-01-01

Latest research on the mental health status of children indicates that schools are key providers of mental health services (U.S. Department of Health and Human Services, 2003). The push for school mental health services has only increased as stakeholders have begun to recognize the significance of sound mental health as an essential part of…

The Potential Role of the School as a Site for Integrating Social Services. A Report.

ERIC Educational Resources Information Center

Baillie, Susan; And Others

Physically integrating social services with schools might be a feasible way of providing social services at a lower cost and/or might lead to improved social services. Examination of 10 school/social service complexes reveals an attempt to redefine the neighborhood at the same time enlarging and rendering it less parochial. The rapidly expanding…

The Ultimate Impacts for Thai Teachers: Teachers Development System in Learning Management

ERIC Educational Resources Information Center

Boonmak, Thikamporn; Tesaputa, Kowat; Duangpaeng, Amparn

2015-01-01

This research was aimed to: (1) study current conditions, problems, and needs of teachers for development and learning management in the extended educational opportunities schools (EEOSs: schools where they extended fundamental education from primary level of six years to lower secondary level of nine years), in Thailand; (2) develop the system of…

DIGEST MATERIALS FOR IMPROVING AND EXTENDING THE JUNIOR HIGH SCHOOL ORCHESTRA REPERTORY. VOLUME 2, CLASSICAL.

ERIC Educational Resources Information Center

MOORE, JUNE

PREPARED AS PART OF "PROJECT IMPROVING AND EXTENDING THE JUNIOR HIGH SCHOOL ORCHESTRA REPERTORY," THIS VOLUME CONTAINS CURRICULAR MATERIALS REPRESENTING THE CLASSICAL PERIOD. A HISTORY OF THE PERIOD IS GIVEN, AS WELL AS HISTORIES OF THE COMPOSERS AND THEIR INDIVIDUAL COMPOSITIONS. THE MATERIALS ARE PREPARED FOR FOUR DEGREES OF TECHNICAL…

Financial Implications of the Extended School Year.

ERIC Educational Resources Information Center

San Diego Unified School District, CA. Administrative Research Dept.

This report considers the costs of three types of extended school year programs--all modifications of the quarter system--and compares these costs to the regular program. Compared against the traditional approach are: (1) a quarter system in which students attend three quarters a year and are off one quarter, meaning that 75% of all students are…

Supporting and Inhibiting the Well-Being of Early Career Secondary School Teachers: Extending Self-Determination Theory

ERIC Educational Resources Information Center

Hobson, Andrew J.; Maxwell, Bronwen

2017-01-01

This paper reports an original examination of the well-being of early career secondary school teachers in England, which extends the evidence bases relating to early career teachers' working lives, teacher well-being, self-determination theory and performativity, respectively. Drawing on a secondary analysis of qualitative data generated for four…

Extending the Work of Cowen and Fowles: A Historical Analysis of Kentucky Teacher Contracts

ERIC Educational Resources Information Center

Ingle, W. Kyle; Wisman, R. Aaron

2018-01-01

We extend the work of Cowen and Fowles by examining contracts in Kentucky school districts with collective bargaining. Using document analysis, we sought to answer the following research question: Do key provisions of teacher contracts change over time? We also examine the most recently negotiated contract in Louisville schools (2013-2018). We…

Extended School Year: Legal and Practical Considerations for Educators

ERIC Educational Resources Information Center

Burke, Meghan M.; Decker, Janet R.

2017-01-01

This article clarifies what extended school year (ESY) is and who is eligible for it. It also describes, how it looks different for individual students, where and when it can be provided, and how to determine whether students are eligible. To illustrate common challenges in determining ESY, vignettes are provided based on four students' cases.…

Extended School Year. AZ-TAS Themes & Issues: A Series of Topical Papers on Special Education.

ERIC Educational Resources Information Center

Arizona State Dept. of Education, Phoenix. Div. of Special Education.

Some children with disabilities suffer losses of social, behavioral, communication, or academic skills during breaks in instruction and may need an extended school year (ESY) program in order to ensure that they receive the "appropriate public education" that is federally mandated. This guide addresses the legal basis for ESY programs, court…

DIGEST MATERIALS FOR IMPROVING AND EXTENDING THE JUNIOR HIGH SCHOOL ORCHESTRA REPERTORY. VOLUME 3, ROMANTIC.

ERIC Educational Resources Information Center

MOORE, JUNE

PREPARED AS PART OF "PROJECT IMPROVING AND EXTENDING THE JUNIOR HIGH SCHOOL ORCHESTRA REPERTORY," THIS VOLUME CONTAINS CURRICULAR MATERIALS REPRESENTING THE ROMANTIC PERIOD. A MUSICAL HISTORY OF THE PERIOD IS GIVEN, AS WELL AS HISTORIES OF THE COMPOSERS AND THEIR INDIVIDUAL COMPOSITIONS. THE MATERIALS ARE PREPARED FOR THREE DEGREES OF TECHNICAL…

An Investigation of School Violence and Pre-Service Teachers

ERIC Educational Resources Information Center

McCaleb, Karen Nykorchuk; Andersen, Amy; Hueston, Harry

2008-01-01

All educators need to be aware of issues regarding school violence. Recent years have shown that violence can happen in a variety of school settings. This study conducted a one-group, pretest-posttest, pre-experimental design to explore pre-service teachers' perceptions regarding school violence. First, pre-service educators were asked to complete…

High School Community Service as a Predictor of Adult Voting and Volunteering

ERIC Educational Resources Information Center

Hart, Daniel; Donnelly, Thomas M.; Youniss, James; Atkins, Robert

2007-01-01

The influences of high school community service participation, extracurricular involvement, and civic knowledge on voting and volunteering in early adulthood were examined using the National Educational Longitudinal Study. The major finding in this study is that both voluntary and school-required community service in high school were strong…

Factors that Influence Pre-Service Administrators' Views of Appropriate School Counselor Duties

ERIC Educational Resources Information Center

Mason, Kimberly L.; Perera-Diltz, Dilani M.

2010-01-01

This study surveyed pre-service administrative internship students (N = 61) at an urban Midwestern state university to explore factors that influence duties assigned to school counselors at the elementary, middle, and high school levels. Results indicated variation in duties assigned by pre-service administrators based on school building level.…

Overcoming Medicaid Reimbursement Barriers to Funding School Nursing Services for Low-Income Children with Asthma

ERIC Educational Resources Information Center

Malcarney, Mary-Beth; Horton, Katherine; Seiler, Naomi

2016-01-01

Background: School nurses can provide direct services for children with asthma, educate, and reinforce treatment recommendations to children and their families, and coordinate the school-wide response to students' asthma emergencies. Unfortunately, school-based health services today depend on an unreliable patchwork of funding. Limited state and…

26 CFR 1.403(b)-2 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... performing services for a public school; (B) A section 501(c)(3) organization with respect to any employee of... services for a public school means an employee performing services as an employee for a public school of a... a public school is paid by the State. Further, a person occupying an elective or appointive public...

Crossing Boundaries: A Qualitative Exploration of Relational Leadership in Three Full-Service Community Schools

ERIC Educational Resources Information Center

Sanders, Mavis G.

2018-01-01

Background/Context: Full-service community schools provide comprehensive and coordinated resources and supports to meet the complex needs of children and families in low-income communities. Given their intentional focus on expanded networks of school, family, and community stakeholders, full-service community schools are particularly useful…

Delivering Technological Literacy to a Class for Elementary School Pre-Service Teachers in South Korea

ERIC Educational Resources Information Center

Kwon, Hyuksoo

2017-01-01

This study was conducted with the aim of creating a new introductory course emphasizing the development of technological literacy for elementary school pre-service teachers. This study also aimed to investigate elementary school pre-service teachers' attitudinal transition toward elementary school technology education (ESTE) and its…

Redefining School Health Services: Comprehensive Child Health Care as the Framework.

ERIC Educational Resources Information Center

Silver, George A.

Recognizing the needs, deficiencies, and diversity of school health services is prerequisite to any analysis of need. More uniform programs and more equitable access for all school children to whatever minimal standard of health services should be provided: periodic examination, some limited medical care on the school grounds, intensive health…

School Health Services in Wisconsin. Staff Brief 94-7.

ERIC Educational Resources Information Center

Wisconsin State Legislative Council, Madison.

This Staff Brief was prepared for the Joint Legislative Council's Special Committee on School Health Services, which was established to study pupil health services within the public school system. Part 1 provides background information on selected federal initiatives and programs, including a joint statement on school health, and a discussion of…

School Psychologists' Report of School-Based Mental Health Service Programs across Pennsylvania School Systems

ERIC Educational Resources Information Center

Cross, Ajani Yanea

2013-01-01

This study explored the mental health needs and services of children and adolescents within Pennsylvania school communities; this included a focus upon evidence-based counseling approaches. Relationships were analyzed between population density, SES status, grade level and the type of mental health issues serviced. Survey data from 314 respondents…

Collaboration with Community Mental Health Service Providers: A Necessity in Contemporary Schools

ERIC Educational Resources Information Center

Villarreal, Victor; Castro-Villarreal, Felicia

2016-01-01

Schools have played an increasingly central role in providing mental health services to youth, but there are limitations to the services that are available through school-based mental health professionals. Thus, collaboration with non-school-based community mental health providers is oftentimes necessary. As collaboration can address limitations…

The Role of the School in Children's Out-of-School Time.

ERIC Educational Resources Information Center

Dryfoos, Joy G.

1999-01-01

Reports the prevalence of school-based after-school programs and discusses extracurricular activities, child care, extended-day programs, enrichment programs, and efforts to make the schools community hubs. Outlines implementation challenges to program expansion: governance, space, program quality, funding, and accountability. (SLD)

In-school service predictors of employment for individuals with intellectual disability.

PubMed

Park, Jiyoon; Bouck, Emily

2018-06-01

Although there are many secondary data analyses of the National Longitudinal Transition Study-2 (NLTS-2) to investigate post-school outcome for students with disabilities, there has been a lack of research with in-school service predictors and post-school outcome for students with specific disability categories. This study was a secondary data analysis of NLTS-2 to investigate the relationship between current employment status and in-school services for individuals with intellectual disability. Statistical methods such as descriptive statistics and logistic regression were used to analyze NLTS-2 data set. The main findings included that in-school services were correlated with current employment status, and that primary disability (i.e., mild intellectual disability and moderate/severe intellectual disability) was associated with current employment status. In-school services are critical in predicting current employment for individuals with intellectual disability. Also, data suggest additional research is needed to investigate various in-school services and variables that could predict employment differences between individuals with mild and moderate/severe intellectual disability. Copyright © 2018 Elsevier Ltd. All rights reserved.

7 CFR 240.8 - Payments to program schools, service institutions, nonresidential child care institutions and...

Code of Federal Regulations, 2011 CFR

2011-01-01

... Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS CASH IN LIEU OF DONATED FOODS § 240.8 Payments to program schools, service institutions... disburse any cash received in lieu of donated foods under this part to eligible program schools, service...

7 CFR 250.60 - Use of donated foods in the school food service.

Code of Federal Regulations, 2010 CFR

2010-01-01

... single inventory management. In all cases, the school food authority must ensure reimbursement to the... inventory management cannot reimburse the nonprofit school food service account based on actual usage of... food service activities. (c) Use of donated foods in a contract with a food service management company...

7 CFR 210.16 - Food service management companies.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 4 2010-01-01 2010-01-01 false Food service management companies. 210.16 Section 210... Authority Participation § 210.16 Food service management companies. (a) General. Any school food authority... management company to manage its food service operation in one or more of its schools. However, no school or...

Student & Family Assistance Programs and Services To Address Barriers to Learning. A Center Training Tutorial.

ERIC Educational Resources Information Center

California Univ., Los Angeles. Center for Mental Health in Schools.

Most school districts employ student support or "pupil services professionals," such as school psychologists, counselors, and social workers. These personnel perform services connected with mental health and psychosocial problems. The format usually is a combination of centrally based and school-based services. Amelioration of the full continuum…

Understanding Expanded School Mental Health Services in Baltimore City

ERIC Educational Resources Information Center

Walrath, Christine M.; Bruns, Eric J.; Anderson, Karyn L.; Glass-Siegal, Marcia; Weist, Mark D.

2004-01-01

This article explores the nature of expanded school mental health (ESMH) services in Baltimore City, which at the time of the study were incorporated into 40% of the citys public schools. A provider survey was distributed to ESMH clinicians to gather information on the characteristics of service providers and recipients, types of services being…

Availability of limited service food outlets surrounding schools in British Columbia.

PubMed

Black, Jennifer L; Day, Meghan

2012-06-05

The purpose of this study was to provide a descriptive profile of the availability of limited service food outlets surrounding public schools in British Columbia, Canada. Data from the 2010 Canadian Business Data Files were used to identify limited service food outlets including fast food outlets, beverage and snack food stores, delis and convenience stores. The number of food outlets within 800 metres of 1,392 public schools and the distance from schools to the nearest food outlets were assessed. Multivariate regression models examined the associations between food outlet availability and school-level characteristics. In 2010, over half of the public schools in BC (54%) were located within a 10-12 minute walk from at least one limited service food outlet. The median closest distance to a food outlet was just over 1 km (1016 m). Schools comprised of students living in densely populated urban neighbourhoods and neighbourhoods characterized by lower socio-economic status were more likely to have access to limited service food outlets within walking distance. After adjusting for school-level median family income and population density, larger schools had higher odds of exposure to food vendors compared to schools with fewer students. The availability of and proximity to limited service food outlets vary widely across schools in British Columbia and school-level characteristics are significantly associated with food outlet availability. Additional research is needed to understand how food environment exposures inside and surrounding schools impact students' attitudes, food choices and dietary quality.

76 FR 80903 - Extension of Autism Services Demonstration Project for TRICARE Beneficiaries Under the Extended...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-27

... DEPARTMENT OF DEFENSE Office of the Secretary Extension of Autism Services Demonstration Project... Enhanced Access to Autism Services Demonstration Project under the Extended Care Health Option for beneficiaries diagnosed with an Autism Spectrum Disorder (ASD). Under the demonstration, the Department...

78 FR 78342 - Extension of Autism Services Demonstration Project for TRICARE Beneficiaries Under the Extended...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-26

... DEPARTMENT OF DEFENSE Office of the Secretary Extension of Autism Services Demonstration Project... (the Department) Enhanced Access to Autism Services Demonstration Project (Autism Demonstration) under the Extended Care Health Option (ECHO) for beneficiaries diagnosed with an Autism Spectrum Disorder...

77 FR 36477 - Notice of Intent To Revise and Extend a Currently Approved Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-19

... DEPARTMENT OF AGRICULTURE National Agricultural Statistics Service Notice of Intent To Revise and Extend a Currently Approved Information Collection AGENCY: National Agricultural Statistics Service, USDA... Reduction Act of 1995 this notice announces the intention of the National Agricultural Statistics Service...

An Investigation of the Views of Parents in Otago on Dental Care for Primary School-Aged Children by the Community Oral Health Service Prior to the Introduction of the Hub-Based Clinic System.

PubMed

Drummond, B K; Gaffney, M; Marshall, K

2016-12-01

Prior to the introduction of the Southern District Health Board's reconfigured Community Oral Health Service in Otago, a project was undertaken with parents to investigate their knowledge, understanding and views of the historical School Dental Service and of the Community Oral Health Service that was being introduced. Focus groups were run during 2011 in ten selected schools (parents with children in years 1-8) across two areas in Otago to represent ur ban and rural settings and to represent parents who were already travelling to dental services. Parents valued the traditional School Dental Service in Otago highly, generally agreeing that the service based in schools was accessible and convenient for parents and children. Rural parents who had always taken their children to dental appointments viewed it as a normal process, accepting that there could not be a service located in every school. Parents were aware that facilities were out-of-date. They highlighted the challenges of locating therapists since they started moving from school to school in the later 1990s and felt it was difficult for children seeing different therapists at each recall. There were diverse views on the proposed new system. Some parents felt that school-aged children should go to dental clinics on their own or with peers, while other parents welcomed the opportunity to attend when their child was having health care. It appears that the Community Oral Health Services should have an ongoing process to seek the views of parents and children about the service.

Learners' perspectives on the provision of condoms in South African public schools.

PubMed

de Bruin, W E; Panday-Soobrayan, S

2017-12-01

A stubborn health challenge for learners in South African public schools concerns sexual and reproductive health and rights (SRHR). In 2015, the Department of Basic Education (DBE) proposed the provision of condoms and SRHR-services to learners in schools. This study aimed to contribute to the finalisation and implementation of DBE's policy by exploring learners' perspectives on the provision of condoms and SRHR-services in schools. Sixteen focus group discussions were conducted with learners (n = 116) from 33 public schools, to assess their attitudes, social influences, and needs and desires regarding condom provision and SRHR-services in schools. The majority of learners did not support condom provision in schools as they feared that it may increase sexual activity. Contrarily, they supported the provision of other SRHR-services as clinics fail to offer youth-friendly services. Learners' sexual behaviour and access to SRHR-services are strongly determined by their social environment, including traditional norms and values, and social-pressure from peers and adults. Learners' most pressing needs and desires to access condoms and SRHR-services in school concerned respect, privacy and confidentiality of such service provision. Implementation of DBE's policy must be preceded by an evidence-informed advocacy campaign to debunk myths about the risk of increased sexual activity, to advocate for why such services are needed, to shift societal norms towards open discussion of adolescent SRHR and to grapple with the juxtaposition of being legally empowered but socially inhibited to protect oneself from HIV, STIs and early pregnancy. Provision of condoms and other SRHR-services in schools must be sensitive to learners' privacy and confidentiality to minimise stigma and discrimination.

Farm-to-school programs: perspectives of school food service professionals.

PubMed

Izumi, Betty T; Alaimo, Katherine; Hamm, Michael W

2010-01-01

This qualitative study used a case study approach to explore the potential of farm-to-school programs to simultaneously improve children's diets and provide farmers with viable market opportunities. Semistructured interviews were the primary data collection strategy. Seven farm-to-school programs in the Upper Midwest and Northeast regions of the United States. Seven school food service professionals, 7 farmers, and 4 food distributors recruited from 7 farm-to-school programs. Interviews probed why farmers, school food service professionals, and food distributors participate in farm-to-school programs and how they characterize the opportunities and challenges to local school food procurement. Data were analyzed using thematic coding and data displays. School food service professionals described 3 motivators for buying locally grown food for their cafeterias: (1) "The students like it," (2) "The price is right," and (3) "We're helping our local farmer." Students' preference for locally grown food was related to food quality, influence of school staff, and relationships with farmers. Buying food directly from farmers and wholesalers was associated with lower prices and flexible specifications, and the "local feel." Understanding school food service professionals' motivations for buying locally grown food is critical to the sustainability of farm-to-school programs. Copyright 2010 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

Advocating for Safe Schools, Positive School Climate, and Comprehensive Mental Health Services

ERIC Educational Resources Information Center

Cowan, Katherine C.; Vaillancourt, Kelly

2013-01-01

The tragedy at Sandy Hook Elementary School, Newtown, CT (USA) has brought the conversation about how to reduce violence, make schools safer, improve school climate, and increase access to mental health services to the forefront of the national conversation. Advocating for comprehensive initiatives to address school safety, school climate, and…

School Nurses: An Investment in Student Achievement

ERIC Educational Resources Information Center

Maughan, Erin D.

2018-01-01

School nurses help students with the prevention and management of chronic physical and mental health issues, but not all schools have a full-time registered nurse on their staff. The author argues that investing in school nursing has benefits that extend beyond the school and into the community.

Challenges and Realities: Evaluating a School-Based Service Project.

ERIC Educational Resources Information Center

Keir, Scott S.; Millea, Susan

The Hogg Foundation for Mental Health created the School of the Future (SoF) project to enable selected Texas schools to coordinate and implement school-based social and health services on their campuses and to demonstrate the effectiveness of this method of service delivery by evaluating the project to show the process used and the outcomes that…

Food Service and Foods and Beverages Available at School: Results from the School Health Policies and Programs Study 2000.

ERIC Educational Resources Information Center

Wechsler, Howell; Brener, Nancy D.; Kuester, Sarah; Miller, Clare

2001-01-01

Presents School Health Policies and Programs Study 2000 findings about state- and district-level policies and practices regarding various school food service issues, e.g., organization and staffing, food service and child nutrition requirements and recommendations, menu planning and food preparation, and collaboration. Also addressed are food…

Analyzing the Learning Styles of Pre-Service Primary School Teachers

ERIC Educational Resources Information Center

Özdemir, Muhammet; Kaptan, Fitnat

2017-01-01

The purpose of this research is to analyze the learning styles of pre-service primary school teachers by various variables. The universe of the research is composed of 2136 pre-service primary school teachers study in freshman (first year) and senior (fourth year) classes of Faculty of Education School Teaching department in Gazi University,…

Mental Health and Social Services: Results from the School Health Policies and Programs Study 2006

ERIC Educational Resources Information Center

Brener, Nancy D.; Weist, Mark; Adelman, Howard; Taylor, Linda; Vernon-Smiley, Mary

2007-01-01

Background: Schools are in a unique position not only to identify mental health problems among children and adolescents but also to provide links to appropriate services. This article describes the characteristics of school mental health and social services in the United States, including state- and district-level policies and school practices.…

Removing Non-Academic Barriers in Urban Schools: School-Linked Social Services

ERIC Educational Resources Information Center

Muñoz, Marco A.; Owens, Deborah; Bartlett, Carol

2015-01-01

Current societal demands have increased the role of schools. The Family Resource and Youth Services Centers (FRYSC) seek to link students, families, and communities, using the school as the nexus for much needed services. The FRYSC offer a myriad of interventions aimed at removing non-academic barriers that hinder academic success for students…

75 FR 8927 - Autism Services Demonstration Project for TRICARE Beneficiaries Under the Extended Care Health...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-26

... DEPARTMENT OF DEFENSE Office of the Secretary Autism Services Demonstration Project for TRICARE... Access to Autism Services Demonstration Project under the Extended Care Health Option for beneficiaries diagnosed with an Autism Spectrum Disorder (ASD). Under the demonstration, the Department implemented a...

77 FR 31366 - Medicare Program; Semi-Annual Meeting of the Advisory Panel on Hospital Outpatient Payment (HOP...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-25

.... Submission Instructions for Presentations and Comments Because of staffing and resource limitations, we... as nonsurgical extended duration therapeutic services. All presentations will be considered public... recommend that services be designated as nonsurgical extended duration therapeutic services. The Panel may...

Improving School Custodial Service. Bulletin, 1949, No. 13

ERIC Educational Resources Information Center

Viles, N. E.

1949-01-01

Adequate school plant maintenance and operational services are important factors in pupil protection, educational progress, property preservation, and in pupil and community pride in schools. Each school administrator or school employee responsible for the care and use of school plants should have some knowledge of the basic principles and…

78 FR 42788 - School-Based Health Center Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-17

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Health Resources and Services Administration School-Based Health Center Program AGENCY: Health Resources and Services Administration (HRSA), Department of Health... Gadsden County. SUMMARY: HRSA will be transferring a School-Based Health Center Capital (SBHCC) Program...

High School Teachers' Problem Solving Activities to Review and Extend Their Mathematical and Didactical Knowledge

ERIC Educational Resources Information Center

Santos-Trigo, Manuel; Barrera-Mora, Fernando

2011-01-01

The study documents the extent to which high school teachers reflect on their need to revise and extend their mathematical and practicing knowledge. In this context, teachers worked on a set of tasks as a part of an inquiring community that promoted the use of different computational tools in problem solving approaches. Results indicated that the…

Extending the Research on the Tests of Early Numeracy: Longitudinal Analyses over Two School Years

ERIC Educational Resources Information Center

Baglici, Stephanie Petreshock; Codding, Robin; Tryon, Georgiana

2010-01-01

The purpose of this study was to extend the research on the "Tests of Early Numeracy" (TEN) by following a cohort of 61 students from kindergarten through first grade. Specifically, this study examined the relationship between kindergarten and first-grade TEN measures built within and across school years and their predictive validity of a math…

Time for a Change: The Promise of Extended Time Schools for Promoting Student Achievement. Executive Summary

ERIC Educational Resources Information Center

Farbman, David; Kaplan, Claire

2005-01-01

Massachusetts 2020 is a nonprofit operating foundation with a mission to expand educational and economic opportunities for children and families across Massachusetts. Massachusetts 2020, with support from the L.G. Balfour Foundation, a Bank of America Company, set out to understand how a select group of extended-time schools in Massachusetts and…

Nine Tips for Creating an Effective Extended School Year Program for Students with Disabilities

ERIC Educational Resources Information Center

Sobeck, Emily Eyrolles

2017-01-01

Extended school year (ESY) is a summer program available for students with disabilities who meet specific qualifying criteria. Teachers are often hesitant to accept the position of the ESY teacher due to the ambiguities and demands of the position. The purpose of this article is to briefly share the impetus and focus of ESY and give special…

An Instrument for Every Child: A Study on Long-Term Effects of Extended Music Education in German Primary Schools

ERIC Educational Resources Information Center

Krupp-Schleußner, Valerie; Lehmann-Wermser, Andreas

2018-01-01

Does extended music education during primary school foster long-term musical participation? What other factors contribute to long-term musical participation? In our study on "Impacts and Long-Term Effects of Musical Participation," we investigate how the German programme "An Instrument for Every Child (JeKi)," which fosters the…

Direct and Extended Friendship Effects on Minority and Majority Children's Interethnic Attitudes: A Longitudinal Study

ERIC Educational Resources Information Center

Feddes, Allard R.; Noack, Peter; Rutland, Adam

2009-01-01

Longitudinal direct and extended cross-ethnic friendship effects on out-group evaluations among German (majority status, N = 76) and Turkish (minority status, N = 73) children (age 7-11 years) in ethnically heterogeneous elementary schools were examined at the beginning and end of the school year (time lag: 7 months). The results showed that among…

47 CFR 54.502 - Eligible services.

Code of Federal Regulations, 2014 CFR

2014-10-01

... pursuant to paragraphs (b)(1) through (6) of this section. (1) Five-year budget. Each eligible school or... SERVICE Universal Service Support for Schools and Libraries § 54.502 Eligible services. (a) Supported services. All supported services are listed in the Eligible Services List as updated annually in accordance...

The Potential Impact of Revising the Title I Comparability Requirement to Focus on School-Level Expenditures. A Policy Brief from the U.S. Department of Education, Policy and Program Studies Service

ERIC Educational Resources Information Center

Office of Planning, Evaluation and Policy Development, US Department of Education, 2011

2011-01-01

The "Elementary and Secondary Education Act of 1965" ("ESEA") requires that school districts provide services to higher-poverty, Title I schools, from state and local funds, that are at least comparable to services in lower-poverty, non-Title I schools. The current Title I comparability requirement allows school districts to…

Are You Being Served? The Relationship between School Climate for Service and Teachers' Engagement, Satisfaction, and Intention to Leave: A Moderated Mediation Model.

PubMed

Eldor, Liat; Shoshani, Anat

2017-05-19

The notion of service has been receiving increasing attention in organizational psychology literature in recent years, due to the client-oriented managerial movement. Yet, little to no attention has been paid to the service notion in educational psychology despite its high relevance to educational settings, given the pressure to be more service-oriented and possess a client-focused state of mind. The present study explores the notion of service in school domains by examining the joint effects of climate for service and the internal service in schools on teachers' work attitudes: work engagement, job satisfaction, and intention to leave their work. The notion of climate for service emphasizes the school's attitude of teachers as service providers to its clients (students and their parents); internal climate emphasizes the school's attitude of providing service to its teaching staff. The study was conducted via a sample of 423 teachers from 30 different schools in Israel. We hypothesized that the indirect relationship between the climate for service and teachers' job satisfaction and intention to leave work would be mediated by teacher work engagement. Our findings supported this hypothesis. Moreover, this indirect relationship via teacher work engagement was demonstrated most strongly when the internal service quality received was high, providing teachers with the capability to deliver what the service climate motivates them to do. Therefore, service-oriented resources-both climate for service and internal service-may be crucial in affecting teachers work attitudes and should be specifically targeted by principals and other educational decision makers.

Serviceability modeling : predicting and extending the useful service life of FRT-plywood roof sheathing

Treesearch

Jerrold E. Winandy

2000-01-01

One of the most, if not the most, efficient methods of extending our existing forest resource is to prolong the service life of wood currently in-service by using those existing structures to meet our future needs (Hamilton and Winandy 1998). It is currently estimated that over 7 x 109 m3 (3 trillion bd. ft) of wood is currently in service within the United States of...

A Study of Teachers' Perceptions of School-Level Factors Affecting Transition Services

ERIC Educational Resources Information Center

Lazaroff, Kurt Charles

2013-01-01

The purpose of this study was to explore teacher perceptions of providing transition services to high school students with special needs and to understand the variables that act as facilitators or barriers to providing those services. A qualitative research method was used to understand the perceptions of school personnel of transition services in…

Pre-Service Science and Primary School Teachers' Identification of Scientific Process Skills

ERIC Educational Resources Information Center

Birinci Konur, Kader; Yildirim, Nagihan

2016-01-01

The purpose of this study was to conduct a comparative analysis of pre-service primary school and science teachers' identification of scientific process skills. The study employed the survey method, and the sample included 95 pre-service science teachers and 95 pre-service primary school teachers from the Faculty of Education at Recep Tayyip…

Partners in Learning: Exploring Two Transformative University and High School Service-Learning Partnerships

ERIC Educational Resources Information Center

Bialka, Christa S.; Havlik, Stacey A.

2016-01-01

This study describes a service-learning partnership between a Mid-Atlantic university and two private, urban high schools by examining the perspectives of those engaged in the service experience. The purpose of this study was to explore the shared experiences of service-learning in schools from the perspectives of both university and high school…

Student Data Privacy Communications Toolkit

ERIC Educational Resources Information Center

Foundation for Excellence in Education, 2016

2016-01-01

Parents expect school districts and schools to keep their children safe while they are in school. That expectation of safety and security also extends to the protection of their children's learning data. Therefore, it is critical that school districts and schools are open and transparent about their student data privacy practices, and that those…

The Use of Volunteers in School Health Services. Position Statement. Revised

ERIC Educational Resources Information Center

Rose, Kathleen C.; Blout, JoAnn; DiGregorio, Heiddy; Selekman, Janice

2012-01-01

It is the position of the National Association of School Nurses (NASN) that quality health care within the school environment can best be attained through the employment of a full-time registered professional school nurse (hereinafter referred to as school nurse) for each school building. The health services needed by students at school continue…

47 CFR 54.503 - Competitive bidding requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

... (CONTINUED) UNIVERSAL SERVICE Universal Service Support for Schools and Libraries § 54.503 Competitive bidding requirements. (a) All entities participating in the schools and libraries universal service... as provided in § 54.511(c), an eligible school, library, or consortium that includes an eligible...

Confirming Eligibility for McKinney-Vento Services: Do's and Don'ts for School Districts. Best Practices in Homeless Education

ERIC Educational Resources Information Center

National Center for Homeless Education at SERVE, 2007

2007-01-01

Under the McKinney-Vento Homeless Assistance Act, schools must identify children and youth in homeless situations and provide appropriate services. One such service is immediate enrollment in school, even when students lack paperwork normally required for enrollment, such as school records, proof of guardianship, a birth certificate, immunization…

Developing and Establishing School-Based Sexual Health Services: Issues for School Nursing Practice

ERIC Educational Resources Information Center

Hayter, Mark; Owen, Jenny; Cooke, Jo

2012-01-01

School-based sexual health clinics are emerging as one of the key ways to promote sexual health among young people, and school nurses play an important role in developing and delivering these services. This study used a qualitative design to explore the experiences of health professionals and policy makers involved in setting up such services in…

Beyond the Classroom: Experiences of a School-Based Services Project.

ERIC Educational Resources Information Center

Iscoe, Louise K.

The Hogg Foundation for Mental Health created the School of the Future (SoF) project to enable selected Texas schools to coordinate and implement school-based social and health services on their campuses and to demonstrate the effectiveness of this method of service delivery by evaluating the project. The SoF operated in four sites, each with a…

School Health Services for Children with Special Health Care Needs in California

ERIC Educational Resources Information Center

Baker, Dian L.; Hebbeler, Kathleen; Davis-Alldritt, Linda; Anderson, Lori S.; Knauer, Heather

2015-01-01

Children with special health care needs (CSHCN) are at risk for school failure when their health needs are not met. Current studies have identified a strong connection between school success and health. This study attempted to determine (a) how schools meet the direct service health needs of children and (b) who provides those services. The study…

Making It Clear: How Federal Law, Parent Involvement, and Free Tutoring for Students in Struggling Schools Go Together

ERIC Educational Resources Information Center

Appleseed, 2009

2009-01-01

Federal law requires schools that have fallen short of state learning standards for three years or more to pay for any low-income student in that school to receive "supplemental educational services," or free academic tutoring! Supplemental educational services (SES) are, simply, free tutoring services that some schools must offer to…

Improving Opportunities for Bridging Social Capital: The Story of a Full-Service Community School Initiative at an Alternative High School

ERIC Educational Resources Information Center

Newton, Xiaoxia A.; Thompson, Shanna Rose; Oh, Bangsil; Ferullo, Leah

2017-01-01

This article describes the collective efforts educators and multiple community partners are taking to transform one alternative urban high school into a full-service community school. The article presents preliminary findings on the opportunities for bridging social capital that the full-service initiative has created and the impacts such…

Teachers' Demographic Factors on Attitude towards Guidance and Counselling Services in Public Primary Schools of Kimilili Subcounty, Kenya

ERIC Educational Resources Information Center

Nasilumbi, Wesonga Joanne; Jenniffer, Munyau K.; Prisca, Tarus

2016-01-01

The government of Kenya through the Ministry of education banned corporal punishment in schools. This necessitated strengthening of guidance and counseling (G&C) services in schools. This study aimed to: determine the teachers' attitude towards guidance and counseling services in public primary schools in Kimilili Sub-County and determine the…

Programs and Services for High School English Learners in Public School Districts: 2015-16. First Look. NCES 2016-150

ERIC Educational Resources Information Center

Lewis, Laurie; Gray, Lucinda

2016-01-01

The 2015-16 survey "Programs and Services for High School English Learners" provides the first nationally representative data on this topic. This report is based on that survey and presents data on programs and services for high school English learners (ELs), including instructional approaches, newcomer programs, online or computer-based…

Longitudinal rural clerkships: increased likelihood of more remote rural medical practice following graduation.

PubMed

Playford, Denese E; Nicholson, Asha; Riley, Geoffrey J; Puddey, Ian B

2015-03-21

Extended rural clerkships clearly increase the likelihood of rural practice post-graduation. What has not been determined is whether such rural interventions increase the likelihood of graduates practicing in more remote, versus inner regional, locations. The Australian Health Practitioner Regulation Agency database was used to identify the current workplace of every graduate of the Medical School of Western Australia, 1980 to 2011. There were 324 graduates working in a primary practice location defined by the Australian Standard Geographical Classification as inner regional to very remote. They were divided into 3 groups - 200 graduates who entered medical school before commencement of the Rural Clinical School of Western Australia (RCSWA), 63 who entered after the RCSWA had started, but not participated in RCSWA, and 61 who participated in the RCSWA. The RCSWA offers a longitudinal rural clinical clerkship throughout level 5 of the MBBS course. The two groups not participating in the RCSWA had 45.5% and 52.4% of subjects in outer regional/very remote locations, respectively. In comparison, 78.7% of those who had participated in the RCSWA were currently practicing in outer regional/very remote locations. When the 3 groups were compared, the significant predictors of working in a more remote practice compared to working in an inner regional area were being female (OR 1.75 95% CI 1.13, 2.72, P = 0.013) and participating in the RCSWA (OR 4.42, 95% CI 2.26, 8.67, P < 0.001). In multivariate logistic regression that corrected for gender and remoteness of rural address before entry to medical school, participation in the RCSWA still predicted a more than 4-fold increase in the odds of practicing in a more remote area (OR 4.11, 95% CI 2.04, 8.30, P < 0.001). Extended rural clinical clerkship during an undergraduate MBBS course is related to a much greater likelihood of practicing in more remote, under-serviced rural locations.

Children with co-occurring academic and behavior problems in first grade: distal outcomes in twelfth grade.

PubMed

Darney, Dana; Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Ialongo, Nicholas S

2013-02-01

The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678 predominately African American first-grade students. The type and number of classes identified in first grade differed by gender, but results indicated that students within the classes of behavior and academic problems had long-term negative outcomes in the twelfth grade. The class with co-occurring academic and behavior problems in first grade had the greatest risk for negative distal outcomes for both boys and girls including higher likelihood of special education placement, mental health service use, poor academic achievement, and school dropout. Implications for prevention, early intervention, and current practices in schools are discussed. Published by Elsevier Ltd.

Implementing Emergency Online Schools on the Fly as a Means of Responding to School Closures after Disaster Strikes

ERIC Educational Resources Information Center

Rush, S. Craig; Partridge, Ashley; Wheeler, Joanna

2016-01-01

One means of sustaining school operations when a disaster makes school buildings inaccessible or inoperable for an extended period of time is to use online and other communication technology to temporarily provide online schooling, also known as emergency online schools. However, the current literature on emergency online schools suggests that…

Improving Student Services in Secondary Schools.

ERIC Educational Resources Information Center

Maddy-Bernstein, Carolyn; Cunanan, Esmeralda S.

1995-01-01

No single comprehensive student services delivery model exists, and "student services" terminology remains problematic. The Office of Student Services has defined student services as those services provided by educational institutions to facilitate learning and the successful transition from school to work, military, or more education. To be…

Stressors of caregivers of school-age children with epilepsy and use of community resources.

PubMed

Saburi, Gladys

2011-06-01

Childhood epilepsy causes multiple stressors, difficulty in adjustment, and disruptions in family relations. This study sought to identify stressors of caregivers of school-age children and to assess whether use of community resources alleviates or contributes to caregiver stress. Stressors refer to concern about the child, communication with healthcare providers, changes in family relationships, interaction with school, and support within the community. A caregiver refers to the person who had looked after the child for the past 6-12 months. Support groups, religious or worship groups, counseling services, and traditional and spiritual faith healers were the community resources that were addressed. Face-to-face interviews were conducted on a convenience sample of 46 caregivers. A three-part structured interview schedule was used to describe demographic data, stressors of caregivers, and use of community resources. The top 6 stressors were the inability to get antiepileptic drugs, the deep pain or sadness caused by the child's seizures, caregiving (which was predominantly by mothers), limited help from the extended family, inadequate information on side effects of drugs, and inadequate information on seizures. The most commonly used community resource was religious or worship groups, with epilepsy support groups being least used. To alleviate caregiver stress, it is important that healthcare providers routinely assess the effect of seizures on caregivers and refer those requiring counseling, advocate for more male and extended family involvement in caregiving and provide adequate information on side effects of drugs and on seizures as standard practice. Nurses in developed countries should incorporate religious activities among complementary and alternative medicine interventions to reduce caregiver stress. Spiritual faith healers should be encouraged to refer clients with epilepsy for drug therapy and counseling.

Transformation of children's mental health services: the role of school mental health.

PubMed

Stephan, Sharon Hoover; Weist, Mark; Kataoka, Sheryl; Adelsheim, Steven; Mills, Carrie

2007-10-01

The New Freedom Commission has called for a transformation in the delivery of mental health services in this country. The commission's report and recommendations have highlighted the role of school mental health services in transforming mental health care for children and adolescents. This article examines the intersection of school mental health programs and the commission's recommendations in order to highlight the role of school mental health in the transformation of the child and adolescent mental health system. Schools are uniquely positioned to play a central role in improving access to child mental health services and in supporting mental health and wellness as well as academic functioning of youths. The New Freedom Commission report articulated several goals related to school mental health: reducing stigma, preventing suicide, improving screening and treating co-occurring disorders, and expanding school mental health programs. The authors suggest strategies for change, including demonstrating relevance to schools, developing consensus among stakeholders, enhancing community mental health-school connections, building quality assessment and improvement, and considering the organizational context of schools.

Adolescent health care: improving access by school-based service.

PubMed

Gonzales, C; Mulligan, D; Kaufman, A; Davis, S; Hunt, K; Kalishman, N; Wallerstein, N

1985-10-01

Participants in this discussion of the potential of school-based health care services for adolescents included family medicine physicians, school health coordinators, a school nurse, and a community worker. It was noted that health care for adolescents tends to be either inaccessible or underutilized, largely because of a lack of sensitivity to adolescent culture and values. An ideal service for adolescents would offer immediate services for crises, strict confidentiality, ready access to prescribed medications, a sliding-scale scheme, and a staff that is tolerant of divergent values and life-styles. School-based pilot adolescent clinics have been established by the University of New Mexico's Department of Family, Community, and Emergency Medicine to test the community-oriented health care model. On-site clinics provide urgent medical care, family planning, pregnancy testing, psychological counseling, alcohol and drug counseling, and classroom health education. Experience with these programs has demonstrated the necessity for an alliance among the health team and the school administration, parents, and students. Financial, ethical, and political factors can serve as constraints to school-based programs. In some cases, school administrators have been resistant to the provision of contraception to students on school grounds and parents have been unwilling to accept the adolescent's right to confidentiality. These problems in part stem from having 2 separate systems, each with its own values, orientation, and responsibilities, housed in 1 facility. In addition, there have been problems generating awareness of the school-based clinic among students. Health education theater groups, peer counseling, and student-run community services have been effective, however, in increasing student participation. It has been helpful to mold clinic services to meet the needs identified by teenagers themselves. There is an interest not only in curative services, but in services focused on depression and feelings of uncertainty about the future.

Extending specialist palliative care to all?

PubMed

Field, D; Addington-Hall, J

1999-05-01

How to extend palliative care services to all patients needing them is an issue currently exercising a range of bodies in contemporary Britain. This paper first considers the evidence regarding the needs of dying patients with long term conditions other than cancer and concludes that there is evidence to support their presumed need for palliative care. It then considers five potential barriers to extending specialist palliative care services to non-cancer patients in Britain. These are the skill base of current specialists in palliative care, difficulties in identifying candidates for specialist palliative care, the views of potential users of these services, resource implications and vested interests in present health service arrangements.

National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services

ERIC Educational Resources Information Center

School Psychology Review, 2010

2010-01-01

The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists to enhance the learning and mental health of all children and youth. "School psychologists" provide effective services to help children and youth succeed academically, socially, behaviorally, and emotionally.…

47 CFR 73.99 - Presunrise service authorization (PSRA) and postsunset service authorization (PSSA).

Code of Federal Regulations, 2013 CFR

2013-10-01

... authorization. (c) Extended Daylight Saving Time Pre-Sunrise Authorizations: (1) Between the first Sunday in... presunrise operations during extended daylight saving time and shall issue conforming authorizations. These...

47 CFR 73.99 - Presunrise service authorization (PSRA) and postsunset service authorization (PSSA).

Code of Federal Regulations, 2011 CFR

2011-10-01

... authorization. (c) Extended Daylight Saving Time Pre-Sunrise Authorizations: (1) Between the first Sunday in... presunrise operations during extended daylight saving time and shall issue conforming authorizations. These...

Students and School Adults: Partners in Keeping Schools Safe

ERIC Educational Resources Information Center

Gastic, Billie

2010-01-01

In this article, the author discusses the important roles that students, school staff and teachers play in keeping the school safe particularly from weapons. The author believes that one way that they do this is by working together to reduce the problem of weapons in school. The role of school staff and teachers extends beyond prevention and…

Manual of Standards for Juvenile Training Schools and Services.

ERIC Educational Resources Information Center

Commission on Accreditation for Corrections, Rockville, MD.

This manual of standards for juvenile training schools and services contains 487 American Correctional Association standards for the accreditation of juvenile training schools (youth development centers, villages, correction centers, treatment centers, service centers, homes for boys and girls, camps, and ranches). Standards presented are…

The Relationship of Supplemental Reading Services and the Reading Achievement Scores of First and Second Grade Students

ERIC Educational Resources Information Center

Porter, Debra G.

2010-01-01

The purpose of this project was to determine the relationship supplemental reading services had on first and second grade students who were identified in need of intervention services. Participants were from three elementary schools. Two of the schools received funding through Title I. The third school's supplemental reading services were funded…

Collaboration between the University Pre-Service Teacher Education Program and the Local Elementary School on English Remedial Education

ERIC Educational Resources Information Center

Chien, Chin-Wen

2015-01-01

This study analyzed 24 pre-service elementary school English teachers' design and delivery of remedial education to the fifth and sixth graders in the collaboration between the university pre-service teacher education program and the local elementary school in a city in northwest Taiwan. The pre-service teachers were encouraged by the elementary…

Tapping the Value Potential of Extended Asset Services - Experiences from Finnish Companies

NASA Astrophysics Data System (ADS)

Kortelainen, Helena; Hanski, Jyri; Valkokari, Pasi; Ahonen, Toni

2017-09-01

Recent developments in information technology and business models enable a wide variety of new services for companies looking for growth in services. Currently, manufacturing companies have been actively developing and providing novel asset based services such as condition monitoring and remote control. However, there is still untapped potential in extending the service delivery to the long-term co-operative development of physical assets over the whole lifecycle. Close collaboration with the end-customer and other stakeholders is needed in order to understand the value generation options. In this paper, we assess some of the asset services manufacturing companies are currently developing. The descriptions of the asset services are based on the results of an industrial workshop in which the companies presented their service development plans. The service propositions are compared with the Total Cost of Ownership and the closed loop life cycle frameworks. Based on the comparison, gaps that indicate potential for extended asset service concepts are recognised. In conclusion, we argue that the manufacturing companies do not recognise the whole potential for asset based services and for optimizing the performance of the end customers' processes.

An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania.

PubMed

Muganyizi, Projestine S; Ishengoma, Joyce; Kanama, Joseph; Kikumbih, Nassoro; Mwanga, Feddy; Killian, Richard; McGinn, Erin

2014-07-12

Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills.

Individually Administered Problems. Third Grade. Evaluation Report 4-B-3. Extended Pilot Trial of the Comprehensive School Mathematics Program.

ERIC Educational Resources Information Center

Herbert, Martin

The Comprehensive School Mathematics Program (CSMP) is a program of CEMREL, Inc., one of the national educational laboratories, and was funded by the National Institute of Education (NIE). Its major purpose is the development of curriculum materials for the elementary grades. Beginning in 1973, CSMP ran an extended pilot trial of its elementary…

Individually Administered Problems. Fourth Grade. Evaluation Report 5-B-2. Extended Pilot Trial of the Comprehensive School Mathematics Program.

ERIC Educational Resources Information Center

Dougherty, Knowles; Herbert, Martin

The Comprehensive School Mathematics Program (CSMP) is a program of CEMREL, Inc., one of the national educational laboratories, and was funded by the National Institute of Education (NIE). Its major purpose is the development of curriculum materials for the elementary grades. Beginning in September 1973, CSMP ran an extended pilot trial of its…

Sixth Grade Evaluation, Preliminary Study. Evaluation Report 8-B-1. Extended Pilot Trial of the Comprehensive School Mathematics Program.

ERIC Educational Resources Information Center

Marshall, Gail; Herbert, Martin

The Comprehensive School Mathematics Program (CSMP) is a program of CEMREL, Inc., one of the national educational laboratories, and was funded by the National Institute of Education (NIE). Its major purpose is the development of curriculum materials for kindergarten through grade 6. An Extended Pilot Test was scheduled for spring 1982 for several…

Fourth Grade MANS Test Data. Evaluation Report 5-B-1. Extended Pilot Trial of the Comprehensive School Mathematics Program.

ERIC Educational Resources Information Center

Herbert, Martin

The Comprehensive School Mathematics Program (CSMP) is a program of CEMREL, Inc., one of the national educational laboratories, and was funded by the National Institute of Education (NIE). Its major purpose is the development of curriculum materials for the elementary grades. Beginning in 1973, CSMP ran an extended pilot trial of its elementary…

Privatization of School Food Services and Its Effect on the Financial Status of the Cafeteria Fund in Participating California Public School Districts.

ERIC Educational Resources Information Center

Schmieder, June; And Others

The opportunity to increase private company revenues and the pressure to minimize losses within a public school district's cafeteria and general funds have propelled the emergence of private food-service-management companies (FSMCs). This paper presents findings of a study that examined privatization of school food services and its effect on the…

Evaluation of School Psychological Services: A Case Illustration.

ERIC Educational Resources Information Center

Fairchild, Thomas N.; Seeley, Tracey J.

1996-01-01

Illustrates how school psychological services were evaluated in two elementary schools. Questionnaires were used to solicit input from students regarding individual counseling and classroom guidance activities. Rating scales were used to solicit input from parents regarding the assessment service and from building staff regarding their perception…

Social Services in American High Schools.

ERIC Educational Resources Information Center

Farrar, Eleanor; Hampel, Robert L.

1987-01-01

School social services may seem highly bureaucratic, with staff members filling narrowly defined roles. In practice, the delivery of social services to high school students faced with pregnancy, alcoholism, divorce, suicide, and other problems is exceedingly informal. Considerable discretion and autonomy are needed to serve students with problems…

Schools and Programs in Canada: Programs and Services Chart.

ERIC Educational Resources Information Center

American Annals of the Deaf, 2003

2003-01-01

This chart provides detailed information on the programs and services provided by Canadian schools for preschool, elementary, and secondary children who are deaf or hard of hearing. Schools are listed by province and information is provided on enrollment, age range, educational services, and communication options. (CR)

Smarter Budgets, Smarter Schools: How to Survive and Thrive in Tight Times

ERIC Educational Resources Information Center

Levenson, Nathan

2012-01-01

Armed with real-world examples and out-of-the-box ideas, Levenson challenges conventional thinking about school budgeting and offers a compelling way forward for school superintendents, central office leaders, building principals, and school board members. Virtually every school district in the nation is experiencing an extended period of…

The Role of the School Nurse and School Based Health Centers. Position Statement. Revised

ERIC Educational Resources Information Center

Bannister, Ann; Kelts, Susan

2011-01-01

The National Association of School Nurses holds the position that a combination of school nursing services and school-based health centers (SBHCs) can facilitate positive health outcomes for students. SBHC services complement the work of the school nurses, who are responsible for the entire population of students, by providing a referral site for…

Results from the 2004 Michigan Farm-to-School Survey

ERIC Educational Resources Information Center

Izumi, Betty T.; Rostant, Ola S.; Moss, Marla J.; Hamm, Michael W.

2006-01-01

The purpose of this study was to investigate Michigan school food service directors' interest in, and opportunities and barriers to, implementing a farm-to-school program. Farm-to-school may be a timely and innovative approach to improving the school food environment and helping food service directors meet their nutrition goals for school meals.…

Improving the Leadership Skills of Pre-Service School Librarians through Leadership Pre-Assessment

ERIC Educational Resources Information Center

Smith, Daniella

2014-01-01

School librarian guidelines encourage active leadership in schools. Two ways school librarian educators can encourage school librarians to be leaders are to embed the standards into the certification curriculum and to assess the leadership potential of pre-service school librarians in order to adapt the curriculum to their needs. This mixed-method…

Role of the school nurse in providing school health services.

PubMed

Magalnick, Harold; Mazyck, Donna

2008-05-01

The school nurse has a crucial role in the seamless provision of comprehensive health services to children and youth. Increasing numbers of students enter schools with chronic health conditions that require management during the school day. This policy statement describes for pediatricians the role of the school nurse in serving as a team member in providing preventive services, early identification of problems, interventions, and referrals to foster health and educational success. To optimally care for children, preparation, ongoing education, and appropriate staffing levels of school nurses are important factors for success. Recommendations are offered to facilitate the working relationship between the school nurse and the child's medical home. This statement has been endorsed by the National Association of School Nurses.

The role of the school nurse in providing school health services.

PubMed

2008-10-01

The school nurse has a crucial role in the seamless provision of comprehensive health services to children and youth. Increasing numbers of students enter schools with chronic health conditions that require management during the school day. This policy statement describes for pediatricians the role of the school nurse in serving as a team member in providing preventive services, early identification of problems, interventions, and referrals to foster health and educational success. To optimally care for children, preparation, ongoing education, and appropriate staffing levels of school nurses are important factors for success. Recommendations are offered to facilitate the working relationship between the school nurse and the child's medical home. This statement has been endorsed by the National Association of School Nurses.

Community Schools: It Takes a Village

ERIC Educational Resources Information Center

Garrett, Kristi

2012-01-01

Lately educators are hearing more about full-service community schools, which pair schools with other community resources in pursuit of the long-term goal of improving academic performance. (These full-service schools are differentiated from the community day schools that serve expelled students.) The focus on academics is what makes today's…

Review of "A School Privatization Primer for Michigan School Officials, Media and Residents"

ERIC Educational Resources Information Center

Belfield, Clive

2008-01-01

Issued by the Mackinac Center for Public Policy, "A School Privatization Primer for Michigan School Officials, Media and Residents" examines the "contracting out" of public school support services--specifically food, transportation, and custodial services. The report describes the prevalence of contracting out and sets forth…

Public Schools, Private Markets: A Reporter's Guide to Privatization

ERIC Educational Resources Information Center

Elliott, Scott

2005-01-01

More and more, private for-profit and non-profit organizations are involved in schools. No longer limited to support services like transportation and food services, companies are providing tutoring, directing classroom instruction and managing public and charter schools. School reform has raised the stakes for schools and students, asking for…

Shared Services: Opportunities for Small Schools.

ERIC Educational Resources Information Center

Clark County School District, Las Vegas, NV.

An approach used in the Virgin Valley High School, a small, rural school in Mesquite, Nevada, in finding the solution to shortages of personnel created by involvement in educational changes is discussed. Shared services in a small school are described with relationship to school personnel, community personnel, and other governmental agencies. The…

Community Service Learning: A Vital Component of Secondary School Education.

ERIC Educational Resources Information Center

Ruggenberg, John

1993-01-01

Asserts that the purpose of the school must be more than a celebration of individual achievement; schools should incorporate opportunities for learning that involve altruism and community participation. Describes a secondary school community service program. (CFR)

Experiences of parents of children with special needs at school entry: a mixed method approach.

PubMed

Siddiqua, A; Janus, M

2017-07-01

The transition from pre-school to kindergarten can be complex for children who need special assistance due to mental or physical disabilities (children with 'special needs'). We used a convergent mixed method approach to explore parents' experiences with service provision as their children transitioned to school. Parents (including one grandparent) of 37 children aged 4 to 6 years completed measures assessing their perceptions of and satisfaction with services. Semi-structured interviews were also conducted with 10 parents to understand their experience with services. Post transition, parents reported lower perceptions of services and decreased satisfaction than pre-transition. The following themes emerged from the qualitative data: qualities of services and service providers, communication and information transfer, parent advocacy, uncertainty about services, and contrasts and contradictions in satisfaction. The qualitative findings indicate that parents were both satisfied and concerned with aspects of the post-transition service provision. While the quantitative results suggested that parents' experience with services became less positive after their children entered school, the qualitative findings illustrated the variability in parents' experiences and components of service provision that require improvements to facilitate a successful school entry. © 2017 John Wiley & Sons Ltd.

Predicting Positive Education Outcomes for Emerging Adults in Mental Health Systems of Care.

PubMed

Brennan, Eileen M; Nygren, Peggy; Stephens, Robert L; Croskey, Adrienne

2016-10-01

Emerging adults who receive services based on positive youth development models have shown an ability to shape their own life course to achieve positive goals. This paper reports secondary data analysis from the Longitudinal Child and Family Outcome Study including 248 culturally diverse youth ages 17 through 22 receiving mental health services in systems of care. After 12 months of services, school performance was positively related to youth ratings of school functioning and service participation and satisfaction. Regression analysis revealed ratings of young peoples' perceptions of school functioning, and their experience in services added to the significant prediction of satisfactory school performance, even controlling for sex and attendance. Finally, in addition to expected predictors, participation in planning their own services significantly predicted enrollment in higher education for those who finished high school. Findings suggest that programs and practices based on positive youth development approaches can improve educational outcomes for emerging adults.

Characteristics of school-based health services associated with students' mental health.

PubMed

Denny, Simon; Howie, Hamish; Grant, Sue; Galbreath, Ross; Utter, Jennifer; Fleming, Theresa; Clark, Terryann

2018-01-01

Objective School-based health services (SBHS) have been shown to improve access to mental health services but the evidence of their effectiveness on students' mental health is lacking. Our objective was to examine associations between variation in the provision of SBHS and students' mental health. Methods A cross-sectional analysis of a nationally representative health and well-being survey of 8500 New Zealand high school students conducted in March-November 2012. Students' mental health is related to data on school health services obtained from clinic leaders and clinicians from 90 participating high schools. Results After adjustment for socio-demographic differences in students between schools, increasing levels of services were associated with progressively lower levels of student-reported depressive symptoms (p = 0.002), emotional and behavioural difficulties (p = 0.004) and suicidality (p = 0.008). Services with greater levels of nursing hours (p = 0.02) and those that performed routine, comprehensive psychosocial assessments (p = 0.01) were both associated with lower levels of student-reported depressive symptoms. Greater levels of nursing hours and doctor hours were associated with lower self-reported suicidality among students. Conclusions Although a causal association between school-based health services and students' mental health cannot be demonstrated, these findings support the benefit of such services and the need for a cluster randomized trial.

Enhancing School-Based Mental Health Services with a Preventive and Promotive Approach to Universal Screening for Complete Mental Health

ERIC Educational Resources Information Center

Dowdy, Erin; Furlong, Michael; Raines, Tara C.; Bovery, Bibliana; Kauffman, Beth; Kamphaus, Randy W.; Dever, Bridget V.; Price, Martin; Murdock, Jan

2015-01-01

Universal screening for complete mental health is proposed as a key step in service delivery reform to move school-based psychological services from the back of the service delivery system to the front, which will increase emphasis on prevention, early intervention, and promotion. A sample of 2,240 high school students participated in a schoolwide…

Pre-service High School Teachers' Perceptions of Three Environmental Phenomena.

ERIC Educational Resources Information Center

Khalid, Tahsin

2003-01-01

Identifies and describes misconceptions held by pre-service high school science teachers regarding three environmental issues: the greenhouse effect, ozone depletion, and acid rain. Indicates that many pre-service high school teachers possess an array of misconceptions about the causes and effects of each. (Contains 24 references.) (Author/YDS)

A Transforming Process in Honduras: Implementing Service Learning with Privileged Children.

ERIC Educational Resources Information Center

Jorgenson, Olaf

2001-01-01

Poverty-stricken Honduras offers unlimited service-learning opportunities. In one international school, service learning has become part of school culture. Innovative hospital and shelter projects have transformative potential for the school's aristocratic students, who are likely to become Honduras's future leaders and shape the country's future.…

Support for School-Based Reproductive Health Services among South Carolina Voters.

ERIC Educational Resources Information Center

Lindley, Lisa L.; Reininger, Belinda M.; Saunders, Ruth P.

2001-01-01

Surveyed South Carolina registered voters regarding level of support for school-based reproductive health services. Most voters supported providing contraceptive information, counseling, and referrals to students. They were less supportive of providing students with more direct and possibly invasive reproductive health services at school. Few…

34 CFR 300.137 - Equitable services determined.

Code of Federal Regulations, 2011 CFR

2011-07-01

... parentally-placed private school children with disabilities under §§ 300.130 through 300.144 must be made in... Private Schools § 300.137 Equitable services determined. (a) No individual right to special education and related services. No parentally-placed private school child with a disability has an individual right to...

76 FR 51935 - Availability to School Food Authorities of Nutrition Information and Ingredient Lists for Foods...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-19

... DEPARTMENT OF AGRICULTURE Food and Nutrition Service Availability to School Food Authorities of Nutrition Information and Ingredient Lists for Foods Used in School Food Service: Request for Information AGENCY: Food and Nutrition Service, USDA. ACTION: Request for information from the public. SUMMARY...

Health Services Manual. Hicksville Public Schools.

ERIC Educational Resources Information Center

1987

This procedure manual describes the uniform procedures used by the Hicksville, New York School District's Health Services Program. Its objectives are to establish a uniform set of health services guidelines and procedures, to update all health forms, to maintain an awareness of the current changes in health laws that govern school districts, and…

Linking Schools with Human Service Agencies. ERIC/CUE Digest No. 62.

ERIC Educational Resources Information Center

Ascher, Carol

A number of factors put pressure on schools to work more closely with health, social service, and other youth-serving institutions but poor communications, program redundancies, fear for job security, and concerns about parent and community support for controversial services inhibit close collaboration. Recent successful collaborative school,…

Seafood Manual for School Food Service Personnel.

ERIC Educational Resources Information Center

Whitaker, Carol S.; Webb, Anita H.

Seafood information pertinent to the needs of school food service personnel is presented. Each of five sections contains information considered important by school food service managers and supervisors as indicated in a national survey (1977). Provided in section one are a narrative section, graph, and chart on seafood nutritive value. The next…

Schools and Programs in the U.S.: Programs and Services Chart.

ERIC Educational Resources Information Center

American Annals of the Deaf, 2003

2003-01-01

This chart provides detailed information on the programs and services provided by U.S. schools for preschool, elementary, and secondary children who are deaf or hard of hearing. Schools are listed by state and information is provided on enrollment, age range, educational services, and communication options. (CR)

Providing written language services in the schools: the time is now.

PubMed

Fallon, Karen A; Katz, Lauren A

2011-01-01

The current study was conducted to investigate the provision of written language services by school-based speech-language pathologists (SLPs). Specifically, the study examined SLPs' knowledge, attitudes, and collaborative practices in the area of written language services as well as the variables that impact provision of these services. Public school-based SLPs from across the country were solicited for participation in an online, Web-based survey. Data from 645 full-time SLPs from 49 states were evaluated using descriptive statistics and logistic regression. Many school-based SLPs reported not providing any services in the area of written language to students with written language weaknesses. Knowledge, attitudes, and collaborative practices were mixed. A logistic regression revealed three variables likely to predict high levels of service provision in the area of written language. Data from the current study revealed that many struggling readers and writers on school-based SLPs' caseloads are not receiving services from their SLPs. Implications for SLPs' preservice preparation, continuing education, and doctoral preparation are discussed.

Storymaking: Combining Making and Storytelling in a School Makerspace

ERIC Educational Resources Information Center

Bull, Glen; Schmidt-Crawford, Denise A.; McKenna, Michael C.; Cohoon, Jim

2017-01-01

"Storymaking" makes use of school makerspaces to combine making and storytelling. Constructing a diorama is a common storytelling activity in schools. This exploratory study describes preliminary efforts that explored the feasibility of extending "Make to Learn" activities with elementary and middle school students from two…

Students in Australian Catholic and Independent Schools Have More Positive Learning Environments: Evidence from the 2012 PISA Study

ERIC Educational Resources Information Center

Marks, Gary N.

2017-01-01

Critics of Catholic and independent (nongovernment) schools in Australia contend that the higher levels of performance of students in nongovernment schools can be dismissed as simply a function of student- and especially school-level socioeconomic status (school-SES). A recent article extends this critique to school-sector differences in students'…

A Program for At-Risk High School Students Informed by Evolutionary Science

PubMed Central

Wilson, David Sloan; Kauffman, Richard A.; Purdy, Miriam S.

2011-01-01

Improving the academic performance of at-risk high school students has proven difficult, often calling for an extended day, extended school year, and other expensive measures. Here we report the results of a program for at-risk 9th and 10th graders in Binghamton, New York, called the Regents Academy that takes place during the normal school day and year. The design of the program is informed by the evolutionary dynamics of cooperation and learning, in general and for our species as a unique product of biocultural evolution. Not only did the Regents Academy students outperform their comparison group in a randomized control design, but they performed on a par with the average high school student in Binghamton on state-mandated exams. All students can benefit from the social environment provided for at-risk students at the Regents Academy, which is within the reach of most public school districts. PMID:22114703

Extended--and Extending--Literacies

ERIC Educational Resources Information Center

Moje, Elizabeth Birr; Ellison, Tisha Lewis

2016-01-01

We examine the impact of "Becoming a Nation of Readers: The Report of the Commission on Reading" ("BNR") (Anderson, Hiebert, Scott, & Wilkinson, 1985) with the idea of extending literacy learning beyond the early grades, describing present-day conceptions of secondary-school literacy learning, and calling to "further…

Availability of reproductive healthcare services at schools and subsequent birth outcomes among adolescent mothers

PubMed Central

Madkour, Aubrey Spriggs; Xie, Yiqiong; Harville, Emily Wheeler

2016-01-01

BACKGROUND Adverse birth outcomes are more common among adolescent versus adult mothers, but little is known about school-based services that may improve birth outcomes in this group. METHODS Data from Waves I and IV of the National Longitudinal Study of Adolescent Health were analyzed. Girls and women who gave birth to singleton live infants after Wave I and before age 20, were still in secondary school while pregnant, and had complete data (N=402) were included. Mothers reported infants’ birthweight and gestational age. School administrators reported whether family planning counseling, diagnostic screening (including sexually transmitted diseases [STDs]), STD treatment, and prenatal/postpartum healthcare were provided on-site at school at Wave I. Multilevel models adjusted for individual and school characteristics were conducted. RESULTS Few schools offered reproductive healthcare services on-site. In multilevel analyses, availability of family planning counseling (Est. β=0.21, 95% confidence interval [CI] 0.04, 0.38) and prenatal/postpartum healthcare (Est. β=0.21, 95% CI 0.02, 0.40) were significantly associated with increased infant birthweight. No services examined were significantly associated with increased gestational age. CONCLUSIONS Some school-based reproductive health services may improve subsequent birth outcomes among adolescent mothers. Future analyses should examine the mechanisms by which services impact birth outcomes. PMID:27246673

47 CFR 54.516 - Auditing.

Code of Federal Regulations, 2014 CFR

2014-10-01

... SERVICE Universal Service Support for Schools and Libraries § 54.516 Auditing. (a) Recordkeeping requirements—(1) Schools and libraries. Schools and libraries shall retain all documents related to the... includes schools or libraries shall retain all documents related to the application for, receipt, and...

Gaining a Professional Edge.

ERIC Educational Resources Information Center

Jonen, Ruth; Griffith, Phyllis

1998-01-01

The American School Food Service Association has two recognition programs: the recently revised School Foodservice and Nutrition Certification Program and the new School Foodservice and Nutrition Specialist Credentialing Program. The credentialing program was created to enhance school food-service professionals' image and improve their management…

47 CFR 54.516 - Auditing.

Code of Federal Regulations, 2011 CFR

2011-10-01

... SERVICE Universal Service Support for Schools and Libraries § 54.516 Auditing. (a) Recordkeeping requirements—(1) Schools and libraries. Schools and libraries shall retain all documents related to the... libraries mechanism shall be retained as well. Schools and libraries shall maintain asset and inventory...

47 CFR 54.516 - Auditing.

Code of Federal Regulations, 2012 CFR

2012-10-01

... SERVICE Universal Service Support for Schools and Libraries § 54.516 Auditing. (a) Recordkeeping requirements—(1) Schools and libraries. Schools and libraries shall retain all documents related to the... libraries mechanism shall be retained as well. Schools and libraries shall maintain asset and inventory...

Idle reduction programs and potential benefits to schools

DOT National Transportation Integrated Search

2010-11-01

School districts in Texas and many other states have, in recent years, increased the walk zones : surrounding schools to a 2-mile perimeter. Inside this perimeter, either no school bus service is : offered, or service is offered only with a fee...

Identifying Ghanaian Pre-Service Teachers' Readiness for Computer Use: A Technology Acceptance Model Approach

ERIC Educational Resources Information Center

Gyamfi, Stephen Adu

2016-01-01

This study extends the technology acceptance model to identify factors that influence technology acceptance among pre-service teachers in Ghana. Data from 380 usable questionnaires were tested against the research model. Utilising the extended technology acceptance model (TAM) as a research framework, the study found that: pre-service teachers'…

School bus’s level of service in Malang City

NASA Astrophysics Data System (ADS)

Hariyani, S.

2017-06-01

School Bus began operated on the 12th of January 2015. Provision of school buses is expected to reduce not only the use of vehicles by students, but it is also to reduce the number of traffic jams. Malang school bus facilities provided by the Department of Transport in cooperation with the Department of Education to serve students in elementary school, junior and senior high schools. After the service running two years, based on the preliminary observation not all students are interested in using the school bus. The research objective was to measure the school bus’s level service. The method to measure school bus’s level of service was used Importance Performance analysis (IPA). The results showed that through IPA, it can be concluded that school bus’s level of service in Malang City have been able to serve students/customers with the mean of degree suitability (Tki) is 111. Meanwhile it must be observed and get more attention to improve by government, attributes which is lies in the first quadrant or concentrate here (attribute Adequate space, Seating capacity, Availability trash can, Passenger facility down in points, The availability of information boards in each bus stop, Availability public telephone in each bus stop, and Availability CCTV in each bus), in order to increase its performance.

SHARING EDUCATIONAL SERVICES.

ERIC Educational Resources Information Center

Catskill Area Project in Small School Design, Oneonta, NY.

SHARED SERVICES, A COOPERATIVE SCHOOL RESOURCE PROGRAM, IS DEFINED IN DETAIL. INCLUDED IS A DISCUSSION OF THEIR NEED, ADVANTAGES, GROWTH, DESIGN, AND OPERATION. SPECIFIC PROCEDURES FOR OBTAINING STATE AID IN SHARED SERVICES, EFFECTS OF SHARED SERVICES ON THE SCHOOL, AND HINTS CONCERNING SHARED SERVICES ARE DESCRIBED. CHARACTERISTICS OF THE SMALL…

An Assessment of Service-Learning in 34 US Schools of Pharmacy Follow Up on the 2001 Professional Affairs Committee Report

PubMed Central

Schlesselman, Lauren; Borrego, Matthew; Mehta, Bella; Drobitch, Robert K.; Smith, Thomas

2015-01-01

Objective. To determine if the service-learning components used at a convenience sample of schools and colleges of pharmacy meet the intent of the 2001 AACP Professional Affairs Committee (PAC) report. Methods. An online questionnaire was used to survey faculty members or staff involved with service-learning education at their school of pharmacy. Questions addressed aspects of service-learning including types of activities used, duration of student involvement with community partners, and association of learning objectives with service-learning activities. Results. The majority (85.3%) of respondents reported their institution used service-learning. Activities reported as part of service-learning ranged from working at health fairs to involvement with pharmacy school recruitment. More than half (64.3%) of service-learning activities involved long-term interactions with one community partner, and 74.1% of respondents indicated there was always an opportunity for student reflection on the service-learning activity. Conclusion. There is increasing though inconsistent application of PAC guidelines regarding service-learning. PMID:26688584

BookTalks/Read Alouds, Special Programs, and Service Projects To Encourage Middle School Student Participation in the Library.

ERIC Educational Resources Information Center

Crowther, Eleanor

The practicum reported here was designed to increase middle school students' participation in and use of the school library programs and resources. BookTalks, Read Alouds, a special service project, and three all-school programs were accomplished in this independent school setting during a three-month period. Middle school students were encouraged…

What Do We Know about Full-Service Community Schools? Integrative Research Review with NVivo

ERIC Educational Resources Information Center

Min, Mina; Anderson, Jeffrey Alvin; Chen, Minge

2017-01-01

The full-service community school (FSCS) model is one of the most popular and growing types of community school models, which is widely implemented in under-resourced urban schools. FSCSs offer an alternative to traditional public schools in the U.S. and are designed to coordinate community assets within a school. Given increased attention to this…

Promoting Student Mental Health, Learning & Welfare: 1995-96 School Psychology Services Accountability Studies.

ERIC Educational Resources Information Center

McDaid, Janet L.; Reifman, Arthur

As part of an ongoing project to determine how effectively school psychological services promote student mental health, learning, and welfare in San Diego City Schools (California), accountability studies were conducted. A previously developed planning model guided the process. During the 1995-96 school year, school psychologists gathered data…

Results from the 2009 Michigan Farm to School Survey: Participation Grows from 2004

ERIC Educational Resources Information Center

Colasanti, Kathryn J. A.; Matts, Colleen; Hamm, Michael W.

2012-01-01

Objective: This study investigated changes in Michigan school food service directors' farm to school (FTS) participation levels and perspectives since a 2004 survey and factors that would facilitate FTS expansion. Design: Electronic survey census of all Michigan school food service directors. Setting: Michigan kindergarten-12th grade schools.…

Impact of the Extended Learning Opportunities Summer Adventures in Learning (ELO SAIL) Program on Student Academic Performance: Part 1, Results from Fall 2012 to Fall 2015

ERIC Educational Resources Information Center

Cooper-Martin, Elizabeth; Wolanin, Natalie; Jang, Seong; Modarresi, Shahpar; Zhao, Huafang

2016-01-01

Extended Learning Opportunities Summer Adventures in Learning (ELO SAIL) is a Montgomery County Public Schools summer program for students in all Title I elementary schools; it targets students who will be in kindergarten-Grade 2 in the fall following the program. This report analyzed demographic characteristics of attendees and the impact of the…

Mathematics Applied to Novel Situations (MANS) Test Data. Third Grade. Evaluation Report 4-B-2. Extended Pilot Trial of the Comprehensive School Mathematics Program.

ERIC Educational Resources Information Center

Dougherty, Knowles; Herbert, Martin

The Comprehensive School Mathematics Program (CSMP) is a program of CEMREL, Inc., one of the national educational laboratories, and was funded by the National Institute of Education (NIE). Its major purpose is the development of curriculum materials for the elementary grades. Beginning in 1973, CSMP ran an extended pilot trial of its elementary…

DOD Service Academies. Academy Preparatory Schools Need a Clearer Mission and Better Oversight. Report to the Chairmen, Senate and House Committees on Armed Services.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. National Security and International Affairs Div.

The three service academy prep schools were assessed to determine how well the schools accomplished their missions and whether they were cost effective. A review was performed at seven sites, the: Department of Defense (DOD) and service headquarters, Washington, District of Columbia; Military Academy, West Point, New York; Air Force Academy,…

Disadvantaged Rural Students: Five Models of School-University Collaboration.

ERIC Educational Resources Information Center

Edwards, Peter; And Others

This paper describes five models of school-university collaboration designed to maximize academic achievement opportunities for disadvantaged rural students. Project SHAPE (School and Homes As Partners in Education) at the State University of New York (SUNY) at Plattsburgh is an extended school day program established in partnership with…

Implementing the Modified Four-Day School Week.

ERIC Educational Resources Information Center

Litke, C. Del

1994-01-01

Traces development and implementation of a 4-day school week at an Alberta junior high school that extended the school day 40 minutes, resulted in more classes taught in a shorter time period, and decreased student discipline problems. Describes parent and community reactions. Includes recommendations for planning educational change. (LP)

School Community Connectedness and Family Participation at School

ERIC Educational Resources Information Center

Dove, Meghan K.; Zorotovich, Jennifer; Gregg, Katy

2018-01-01

Family involvement in a child's education is a complex system that extends beyond the presence of partnerships between families, schools, and the community (Epstein, 2011). By measuring families' feelings of connectedness and membership to the school community, this study explores families' motivations for participating in their child's learning…

Extending Volunteer Programs in Schools.

ERIC Educational Resources Information Center

Hedges, Henry G.

Documented here is a project involving three extensions or adaptations for using volunteers in schools. The first adaptation involves a plan for meeting certain major needs of a secondary school with volunteer help. This plan includes components designed to reorganize the secondary school curriculum to allow some of the students to study aspects…

Stakeholders' interest in and challenges to implementing farm-to-school programs, Douglas County, Nebraska, 2010-2011.

PubMed

Pinard, Courtney A; Smith, Teresa M; Carpenter, Leah R; Chapman, Mary; Balluff, Mary; Yaroch, Amy L

2013-12-19

Schools are uniquely positioned to influence the dietary habits of children, and farm-to-school programs can increase fruit and vegetable consumption among school-aged children. We assessed the feasibility of, interest in, and barriers to implementing farm-to-school activities in 7 school districts in Douglas County, Nebraska. We used a preassessment and postassessment survey to obtain data from 3 stakeholder groups: school food service directors, local food producers, and food distributors. We had a full-time farm-to-school coordinator who was able to engage multiple stakeholders and oversee the development and dissemination of a toolkit. We used descriptive statistics to make comparisons. Seven food service directors, 5 distributors identified by the food service directors, and 57 local producers (9 completed only the preassessment survey, 16 completed only the postassessment survey, and 32 completed both) completed various components of the assessment. Interest in pursuing farm-to-school activities to incorporate more local foods in the school lunch program increased during the 2-year project; mean interest in purchasing local foods by food service directors for their districts increased from 4.4 to 4.7 (on a scale of 1 to 5). Implementing farm-to-school programming in Douglas County, Nebraska, is feasible, although food safety and distribution is a main concern among food service directors. Additional research on feasibility, infrastructure, and education is recommended.

School-based mental health services, suicide risk and substance use among at-risk adolescents in Oregon.

PubMed

Paschall, Mallie J; Bersamin, Melina

2018-01-01

This study examined whether an increase in the availability of mental health services at school-based health centers (SBHCs) in Oregon public schools was associated with the likelihood of suicidal ideation, suicide attempts and substance use behaviors among adolescents who experienced a depressive episode in the past year. The study sample included 168 Oregon public middle and high schools and 9073 students who participated in the Oregon Healthy Teens Survey (OHT) in 2013 and 2015. Twenty-five schools had an SBHC, and 14 of those schools increased availability of mental health services from 2013 to 2015. The OHT included questions about having a depressive episode, suicidal ideation, attempting suicide in the past year, and substance use behaviors in the past 30days. Multi-level logistic regression analyses were conducted in 2017 to examine associations between increasing mental health services and the likelihood of these outcomes. Analysis results indicated that students at SBHC schools that increased mental health services were less likely to report any suicidal ideation [odds ratio (OR) (95% C.I.)=0.66 (0.55, 0.81)], suicide attempts [OR (95% C.I.)=0.71 (0.56, 0.89)] and cigarette smoking [OR (95% C.I.)=0.77 (0.63, 0.94)] from 2013 to 2015 compared to students in all other schools. Lower frequencies of cigarette, marijuana and unauthorized prescription drug use were also observed in SBHC schools that increased mental health services relative to other schools with SBHCs. This study suggests that mental health services provided by SBHCs may help reduce suicide risk and substance use behaviors among at-risk adolescents. Copyright © 2017 Elsevier Inc. All rights reserved.

HIV/AIDS Knowledge and Beliefs among Pre-Service and In-Service School Counselors.

ERIC Educational Resources Information Center

Costin, Amanda C.; Page, Betsy J.; Pietrzak, Dale R.; Kerr, Dianne L.; Symons, Cynthia W.

2002-01-01

Investigates in-service and pre-service school counselors' current levels of HIV/AIDS-related knowledge and attitudes, and the demographic factors potentially associated with HIV/AIDS knowledge and attitudes. (Contains 26 references.) (GCP)

25 CFR 39.135 - What services must be provided to an LEP student?

Code of Federal Regulations, 2010 CFR

2010-04-01

... Section 39.135 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Language Development Programs § 39.135 What services must be provided to an LEP student? A school must provide services that assist each LEP student to: (a...

In-School Psychosocial Support Services for Safeguarding Children's Rights: Results and Implications of a Botswana Study

ERIC Educational Resources Information Center

Ntinda, Kayi; Maree, Jacobus Gideon; Mpofu, Elias; Seeco, Elizabeth

2014-01-01

In-school psychosocial support services are intended to create safe learning environments for children, enabling the children to attain age-appropriate developmental tasks. This study investigated protections to children's right to safe learning environments through the provision of in-school psychosocial support services. Participants were 230…

Support for Offering Sexual Health Services through School-Based Health Clinics

ERIC Educational Resources Information Center

Moore, Michele Johnson; Barr, Elissa; Wilson, Kristina; Griner, Stacey

2016-01-01

Background: Numerous studies document support for sexuality education in the schools. However, there is a dearth of research assessing support for sexual health services offered through school-based health clinics (SBHCs). The purpose of this study was to assess voter support for offering 3 sexual health services (STI/HIV testing, STI/HIV…

Promoting School Psychologist Participation in Transition Services Using the TPIE Model

ERIC Educational Resources Information Center

Talapatra, Devadrita; Roach, Andrew T.; Varjas, Kris; Houchins, David E.; Crimmins, Daniel B.

2018-01-01

Transition services can be used to forge family, school, and community partnerships and foster a successful shift to adult life for students with intellectual disabilities (ID). School psychologists can play a valuable additive role in supporting the transition process due to their graduate training in interpersonal skills; consultation services;…

Coordinated Strategies to Help the Whole Child: Examining the Contributions of Full-Service Community Schools

ERIC Educational Resources Information Center

Biag, Manuelito; Castrechini, Sebastian

2016-01-01

Full-service community schools are designed to increase students, and families' access to comprehensive and coordinated supports, services, and programs such as medical care, food aid, and enrichment activities. Despite widespread support, the research base documenting the efficacy of community schools is still emerging. Analyzing longitudinal…

The School Media Centre and the Public Library: Combination or Co-Operation.

ERIC Educational Resources Information Center

Haycock, Ken

In considering possible combinations of public and school library services, thought must be given to the varying roles of the two kinds of libraries, the location of facilities, the collection and circulation of materials, hours of services, qualifications of staff, system services, and community involvement. Some school-housed public libraries…

School Counselors' Attitudes towards Providing Services to Students Receiving Section 504 Classroom Accommodations: Implications for School Counselor Educators

ERIC Educational Resources Information Center

Romano, Dawn M.; Paradise, Louis V.; Green, Eric J.

2009-01-01

Questions have arisen regarding counselor's capabilities in assisting students with special needs (Milsom & Akos, 2003; Studer & Quigney, 2005). This study examined school counselors' training and attitudes toward providing services to students with learning disabilities who qualified for services only under Section 504 of the…

The Medicaid School Program: An Effective Public School and Private Sector Partnership

ERIC Educational Resources Information Center

Mallett, Christopher A.

2013-01-01

Privatized service delivery within Medicaid has greatly increased over the past two decades. This public program-private sector collaboration is quite common today, with a majority of Medicaid recipients receiving services in this fashion; yet controversy remains. This article focuses on just one program within Medicaid, school-based services for…

Leadership, Partnerships, and Organizational Development: Exploring Components of Effectiveness in Three Full-Service Community Schools

ERIC Educational Resources Information Center

Sanders, Mavis

2016-01-01

Full-service community schools are viewed as an approach to improve educational opportunities and outcomes for underserved student populations. The realization of these goals, however, is not guaranteed. According to Richardson's (2009) research-based model of highly effective community schools (HECS), the effectiveness of full-service community…

45 CFR 2516.300 - Who may participate in a school-based service-learning program?

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 4 2014-10-01 2014-10-01 false Who may participate in a school-based service-learning program? 2516.300 Section 2516.300 Public Welfare Regulations Relating to Public Welfare... To Participate § 2516.300 Who may participate in a school-based service-learning program? Students...

South Carolina School Food Service Programs: A Study To Determine Fiscal Efficiency.

ERIC Educational Resources Information Center

Fulmer, Karl E.; Swann, John M.; Taylor, Susan L.

This report identifies those qualities and characteristics that are usually associated with efficiently and effectively operated school food-service programs. Data were extracted from district audit reports filed with the South Carolina State Department of Education; from the South Carolina Department of Education Office of School Food-services;…

Implementing Change through the Creation of Graduation Requirements for Community and Service Learning

ERIC Educational Resources Information Center

Mogle, Andrew Lee

2014-01-01

As school districts and communities struggle to increase civic engagement for their students, a medium-sized suburban school district implemented required community service hours as part of their high school graduation requirements. The purpose of this qualitative program evaluation was to investigate how the community service program was meeting…

Mental Health Services in School-Based Health Centers: Systematic Review

ERIC Educational Resources Information Center

Bains, Ranbir Mangat; Diallo, Ana F.

2016-01-01

Mental health issues affect 20-25% of children and adolescents, of which few receive services. School-based health centers (SBHCs) provide access to mental health services to children and adolescents within their schools. A systematic review of literature was undertaken to review evidence on the effectiveness of delivery of mental health services…

Guidelines for Contracting with Private Providers for Educational Services. NSBA Series on School Board Governance.

ERIC Educational Resources Information Center

McLaughlin, John M.

Among the most rapidly progressing issues in American public education is that of contracting with private companies for teaching or administrative services. This booklet neither encourages nor discourages school boards from considering or entering into relationships with private companies for educational services. School districts usually enter…

Ecologically Oriented School-Based Mental Health Services: Implications for Service System Reform.

ERIC Educational Resources Information Center

Motes, Patricia Stone; Melton, Gary; Simmons, Wendy E. Waithe; Pumariega, Andres

1999-01-01

Describes an integrated school-based mental health services model established in pilot schools in under-served areas of South Carolina. States the approach bridges preventive efforts across settings, and links interventions with youths and their families to changes in environments and systems. Reports that findings are supportive of a broad…

The employment environment for youth in rural South Africa: A mixed-methods study

PubMed Central

Wilkinson, Andra; Pettifor, Audrey; Rosenberg, Molly; Halpern, Carolyn; Thirumurthy, Harsha; Collinson, Mark A.; Kahn, Kathleen

2016-01-01

South Africa has high youth unemployment. This paper examines the predictors of youth employment in rural Agincourt, Mpumalanga Province. A survey of 187 out-of-school 18–24 year olds found only 12% of women and 38% of men were currently employed. Men with skills/training were significantly more likely to report employment, mostly physical labour (aOR: 4.5; CI: 1.3, 15.3). In-depth interviews with 14 of the youth revealed women are perceived more suitable for formal employment, which is scarce informing why women were more likely to pursue further education and yet less likely to be employed. Ten key informants from local organisations highlighted numerous local youth employment resources while, in contrast, all youth in the sample said no resources were available, highlighting a need for the organisations to extend their services into rural areas. As these services are focused on entrepreneurship, programs to increase financial literacy and formal employment opportunities are also needed. PMID:28190915

The employment environment for youth in rural South Africa: A mixed-methods study.

PubMed

Wilkinson, Andra; Pettifor, Audrey; Rosenberg, Molly; Halpern, Carolyn; Thirumurthy, Harsha; Collinson, Mark A; Kahn, Kathleen

2017-01-01

South Africa has high youth unemployment. This paper examines the predictors of youth employment in rural Agincourt, Mpumalanga Province. A survey of 187 out-of-school 18-24 year olds found only 12% of women and 38% of men were currently employed. Men with skills/training were significantly more likely to report employment, mostly physical labour (aOR: 4.5; CI: 1.3, 15.3). In-depth interviews with 14 of the youth revealed women are perceived more suitable for formal employment, which is scarce informing why women were more likely to pursue further education and yet less likely to be employed. Ten key informants from local organisations highlighted numerous local youth employment resources while, in contrast, all youth in the sample said no resources were available, highlighting a need for the organisations to extend their services into rural areas. As these services are focused on entrepreneurship, programs to increase financial literacy and formal employment opportunities are also needed.

Public opinion on abortion in Mexico City after the landmark reform.

PubMed

Wilson, Kate S; García, Sandra G; Díaz Olavarrieta, Claudia; Villalobos-Hernández, Aremis; Rodríguez, Jorge Valencia; Smith, Patricio Sanhueza; Burks, Courtney

2011-09-01

This article presents findings from three opinion surveys conducted among representative samples of Mexico City residents: the first one immediately prior to the groundbreaking legalization of first-trimester abortion in April 2007, and one and two years after the reform. Bivariate and multivariate analyses were performed to assess changes in opinion concerning abortion and correlates of favorable opinion following reform. In 2009 a clear majority (74 percent) of respondents were in support of the Mexico City law allowing for elective first-trimester abortion, compared with 63 percent in 2008 and 38 percent in 2007. A significant increase in support for extending the law to the rest of Mexico was found: from 51 percent in 2007 to 70 percent in 2008 and 83 percent in 2009. In 2008 the significant independent correlates of support for the Mexico City law were education, infrequent religious service attendance, sex (being male), and political party affiliation; in 2009 they were education beyond high school, infrequent religious service attendance, and ever having been married.

The New Extended Family at School: A Report of Provision of After-School Care/Education/Recreation and Playgroup Programs in South Australian and Queensland Schools.

ERIC Educational Resources Information Center

Piscitelli, Barbara; Mobbs, Jenny

This report documents the results of a comprehensive survey of State, Catholic, and independent primary schools in Queensland and South Australia conducted in 1986 to identify the extent to which after-school care, recreation, education programs, and playgroup activities operated in school venues. A total of 1,927 schools were surveyed by mail;…

38 CFR 21.57 - Extended evaluation.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2011-07-01 2011-07-01 false Extended evaluation. 21... Initial and Extended Evaluation § 21.57 Extended evaluation. (a) Purpose. The purpose of an extended... of services. During the extended evaluation, a veteran may be provided: (1) Diagnostic and evaluative...

38 CFR 21.57 - Extended evaluation.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2012-07-01 2012-07-01 false Extended evaluation. 21... Initial and Extended Evaluation § 21.57 Extended evaluation. (a) Purpose. The purpose of an extended... of services. During the extended evaluation, a veteran may be provided: (1) Diagnostic and evaluative...

38 CFR 21.57 - Extended evaluation.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2014-07-01 2014-07-01 false Extended evaluation. 21... Initial and Extended Evaluation § 21.57 Extended evaluation. (a) Purpose. The purpose of an extended... of services. During the extended evaluation, a veteran may be provided: (1) Diagnostic and evaluative...

38 CFR 21.57 - Extended evaluation.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2013-07-01 2013-07-01 false Extended evaluation. 21... Initial and Extended Evaluation § 21.57 Extended evaluation. (a) Purpose. The purpose of an extended... of services. During the extended evaluation, a veteran may be provided: (1) Diagnostic and evaluative...

38 CFR 21.57 - Extended evaluation.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Extended evaluation. 21... Initial and Extended Evaluation § 21.57 Extended evaluation. (a) Purpose. The purpose of an extended... of services. During the extended evaluation, a veteran may be provided: (1) Diagnostic and evaluative...

For a Better LYFE. A Study of the LYFE-"Living for the Young Family through Education"-School Service's Program for Teenaged Parents and Their Children.

ERIC Educational Resources Information Center

Citizens' Committee for Children of New York, NY.

The Living for the Young Family through Education (LYFE) program is a school-based daycare and support program for adolescent parents and their children in the New York City Public Schools. Infants receive daycare services in the LYFE nursery, usually located in the high school. Parents receive social services provided by a social worker and…

Engaging parents in the family check-up in middle school: longitudinal effects on family conflict and problem behavior through the high school transition.

PubMed

Van Ryzin, Mark J; Stormshak, Elizabeth A; Dishion, Thomas J

2012-06-01

Adolescence is a time of significant developmental change. During this period, levels of problem behavior that had been relatively innocuous may escalate in the company of peers, with simultaneous reductions in parental monitoring and involvement. In this article, we report the results of a randomized controlled trial of the Family Check-Up (FCU), a family-centered, school-based intervention designed to forestall the escalation of adolescent problem behavior by promoting and motivating skillful parenting through the transition to high school. In this study, 593 ethnically diverse families were randomized to be offered the FCU when their youth were in seventh and eighth grades of middle school. We used complier average causal effect analysis to examine change in family conflict, antisocial behavior, involvement with deviant peers, and alcohol use from sixth through ninth grades. Analyses revealed that when compared with a matched control group, youths whose parents had engaged in the FCU demonstrated significantly lower rates of growth in family conflict (p = .052), antisocial behavior, involvement with deviant peers, and alcohol use. Our results extend current research on the FCU and provide support for theory that links family conflict with a variety of youth problem behavior. These results and the extant research on the FCU suggest that traditional school-based service delivery models that focus on the individual child may benefit from a shift in perspective to engage parents and families. Copyright © 2012 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Mental health services at selected private schools.

PubMed

Van Hoof, Thomas J; Sherwin, Tierney E; Baggish, Rosemary C; Tacy, Peter B; Meehan, Thomas P

2004-04-01

Private schools educate a significant percentage of US children and adolescents. Private schools, particularly where students reside during the academic year, assume responsibility for the health and well-being of their students. Children and adolescents experience mental health problems at a predictable rate, and private schools need a mechanism for addressing their students' mental health needs. Understanding that need requires data to guide the services and programs a school may put in place. Having data helps inform those services, and comparative data from other schools provides feedback and perspective. This project surveyed type and frequency of mental health problems experienced by students who received a formal evaluation at 11 private schools in Connecticut during academic year 2001-2002.

Does school size affect interest for purchasing local foods in the midwest?

PubMed

Smith, Sylvia; Wleklinski, Danielle; Roth, Sara Long; Tragoudas, Ulrike

2013-04-01

Due to the recent surge in environmental consciousness and the need to address childhood obesity, Farm to School programs have gained momentum. Even though Farm to School programs have increased in popularity, many schools still fail to take advantage of the benefits from such programs. School food service employees' lack of familiarity with the benefits of Farm to School programs or the means to overcome obstacles to implement such programs, along with school size, may represent key variables that serve to explain why more schools do not purchase more local foods for their schools. This study used a convenience sampling methodology to gather information regarding food service employees' perceptions of the benefits and obstacles and their attitudes to purchasing and serving local foods in their schools. A self-administered questionnaire was used to collect data from school food service employees in southern Illinois. Data (n=151) were collected from 60 schools, representing 16 counties during the month of December, 2009. Purchasers from large- and medium-size schools perceived the "ability to know product sources" as a greater benefit to purchasing local food and perceived "cost of food," "adequate volume," "reliable supply of food quantity," "payment arrangement," and "packing material" as greater obstacles (p<0.05) compared to small schools. In addition, results indicated that food service employees were interested in receiving training to prepare and serve more local foods. Findings from this study indicate a need for continued education, development, and training to better prepare school food service purchasers in southern Illinois for how to buy more local foods to meet the 2020 legislation requiring schools to purchase at least 10% locally.

High School Closures in New York City: Impacts on Students' Academic Outcomes, Attendance, and Mobility. Brief

ERIC Educational Resources Information Center

Kemple, James J.

2015-01-01

In the first decade of the 21st century, the New York City (NYC) Department of Education implemented a set of large-scale and much debated high school reforms, which included closing large, low-performing schools, opening new small schools, and extending high school choice to students throughout the district. The school closure process was the…

High School Closures in New York City: Impacts on Students' Academic Outcomes, Attendance, and Mobility. Technical Appendices

ERIC Educational Resources Information Center

Kemple, James J.

2015-01-01

In the first decade of the 21st century, the New York City (NYC) Department of Education implemented a set of large-scale and much debated high school reforms, which included closing large, low-performing schools, opening new small schools, and extending high school choice to students throughout the district. The school closure process was the…

High School Closures in New York City: Impacts on Students' Academic Outcomes, Attendance, and Mobility. Report

ERIC Educational Resources Information Center

Kemple, James J.

2015-01-01

In the first decade of the 21st century, the New York City (NYC) Department of Education implemented a set of large-scale and much debated high school reforms, which included closing large, low-performing schools, opening new small schools, and extending high school choice to students throughout the district. The school closure process was the…

Blue Valley School District: Kansas District Extends Growth Measurement to the Early Grades, Experiences Measurable Impact

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2016

2016-01-01

Blue Valley, the fourth largest school district in Kansas, covers 91 square miles. More than 20,000 K-12 students attend its 34 schools ( five high schools, nine middle schools, and 20 elementary schools). Of the district's students, 8% qualify for free and reduced lunch and about 3% are English Language Learners. Blue Valley began using Measures…

P.L. 89-313 Supplementary Services for Previously Non-Public-School Institutionalized Students, 1982-1983. O.E.E. Evaluation Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

The Supplementary Services for Previously Non-Public-School Institutionalized Students in New York City was designed to assist students who were formerly educated at state-operated or state-supported schools to adapt to public school education. The 1982-83 program served 1054 students in 367 sites, which included community schools, high schools, a…

A Case Study That Examines the Community School Model in Elementary School Settings in West Tennessee

ERIC Educational Resources Information Center

Clark, LaWanda M.

2016-01-01

If schools are to succeed, children must be provided with more support than a school can accomplish alone (Barbour et al., 2001). The need to involve community in the educational process to offer services that make students successful and to have these services within the school building are all critical aspects of the community school model…

A Case Study Comparison of Charter and Traditional Schools in New Orleans Recovery School District: Selection Criteria and Service Provision for Students with Disabilities

ERIC Educational Resources Information Center

Wolf, Nikki L.

2011-01-01

In post-Katrina New Orleans, Louisiana, there is a growing concentration of charter schools. The Recovery School District (RSD) has oversight of the majority of these schools. To explore charges from community advocates that RSD charter schools restricted admission and provided inadequate services for students with disabilities, the following…

HEALTHY study school food service revenue and expense report.

PubMed

Treviño, Roberto P; Pham, Trang; Mobley, Connie; Hartstein, Jill; El Ghormli, Laure; Songer, Thomas

2012-09-01

Food service directors have a concern that federal reimbursement is not meeting the demands of increasing costs of healthier meals. The purpose of this article is to report the food option changes and the annual revenues and expenses of the school food service environment. The HEALTHY study was a 3-year (2006 to 2009) randomized, cluster-designed trial conducted in 42 middle schools at 7 field centers. The schools selected had at least 50% of students who were eligible for free or reduced-price lunch or who belonged to a minority group. A randomly assigned half of the HEALTHY schools received a school health intervention program consisting of 4 integrated components: nutrition, physical activity, behavioral knowledge and skills, and social marketing. The nutrition component consisted of changing the meal plans to meet 5 nutrition goals. Revenue and expense data were collected from income statements, federal meal records, à la carte sale sheets, school store sale sheets, donated money/food records, and vending machines. Although more intervention schools reached the nutritional goals than control schools, revenues and expenses were not significantly different between groups. The HEALTHY study showed no adverse effect of school food policies on food service finances. © 2012, American School Health Association.

Augmentative Communication Services in the Schools.

ERIC Educational Resources Information Center

Blackstone, Sarah W.

1989-01-01

The article considers current issues concerning service delivery systems and practices concerning augmentative and alternative communication (AAC) services in U.S. schools. Concerns in AAC program development are noted and service delivery models (center-based, community-based, or collaborative) are compared. (DB)

Assessing the multidimensional and hierarchical structure of SERVQUAL.

PubMed

Ma, Jun; Harvey, Milton E; Hu, Michael Y

2007-10-01

Parasuraman, Zeithaml, and Berry introduced SERVQUAL in 1998 as a scale to measure service quality. Since then, researchers have proposed several variations. This study examines the development of the tool. Marketing researchers have first challenged the conceptualization of a perceptions-expectations gap and have concluded that the performance-based measures are adequate to capture consumers' perception of service quality. Some researchers have argued that the five dimensions of the SERVQUAL scale only focus on the process of service delivery and have extended the SERVQUAL scale into six dimensions by including the service outcome dimension. Others have proposed that service quality is a multilevel construct and should be measured accordingly. From a sample of 467 undergraduate students data on service quality toward up-scale restaurants were collected. Using the structural equation approach, two measurement models of service quality were compared, the extended SERVQUAL model and the restructured multilevel SERVQUAL model. Analysis suggested that the latter model fits the data better than the extended one.

Health services fail women who suffer unsafe abortion.

PubMed

1994-02-01

Physicians, medical schools, and health systems are failing, respectively, to provide the treatment, training, and facilities necessary for proper care of women suffering from the complications of unsafe abortions. Family planning services, also, are failing to reach the women at risk. Thousands of women are dying because of this. In some countries, unsafe abortions may account for as many as half of maternal deaths; however, due to social attitudes, information is hard to obtain. The report of the World Health Organization Technical Working Group on the Prevention and Management of Unsafe Abortion has been released. This report states that treatment of these complications should be extended throughout the health care system; more training and facilities, especially at the primary care level, are necessary; physicians should give higher priority to complications due to unsafe abortions; "punitive attitudes" or health care workers should not effect treatment; more research on the management of complications of unsafe abortions and on the use of contraception after abortion is necessary; family planning advice and assistance should be offered after treatment for complications; and family planning services should be designed with women's preferences in mind. The report also lists tests, treatments, and services necessary at primary care and first referral levels for women with complications from unsafe abortions.

An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania

PubMed Central

2014-01-01

Background Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Methods Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. Results A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Conclusions Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills. PMID:25016391

Relationship between Admission, Extracurricular Services and Academic Achievement in Secondary Schools: A Partial Least Square (PLS) Approach

ERIC Educational Resources Information Center

Suleiman, Yusuf; Hanaf, Zahyah Bt; Bin Taslikhan, Muhajir

2016-01-01

This study investigates the nexus between two dimensions of student personnel services (Admission Services, Extracurricular Services) academic achievement in secondary schools with the particular interest to know the significant impact of these services on students' academic achievement. It is believed that the provision of these services are…

A Study of Support Services in Schools and Their Relationship with School Effectiveness in American Public Schools: Findings from the School and Staffing Survey (Sass) 2007-2008

ERIC Educational Resources Information Center

Gibbs, Diane J.

2012-01-01

This study inquires into support services in schools and their relationship to school effectiveness by using data from the National Center for Education Statistics 2007-2008 School and Staffing Survey (SASS). Students' ability to learn is impacted by their physical and mental health. It is more difficult to measure the influence of nonacademic…

Taking Evidence-Based Practices to School: Using Expert Opinion to Develop a Brief, Evidence-Informed School-Based Mental Health Intervention

ERIC Educational Resources Information Center

Lyon, Aaron R.; Bruns, Eric J.; Weathers, Ericka S.; Canavas, Nick; Ludwig, Kristy; Vander Stoep, Ann; Cheney, Douglas; McCauley, Elizabeth

2014-01-01

School-based mental health services offer unparalleled opportunities for providing accessible care to children and adolescents. Research indicates that services available in schools are rarely based on evidence of effectiveness and are typically disconnected from the larger school context. To address these issues, the current paper presents…

The Need for and Acceptance of a Suicide Postvention Support Service for Australian Secondary Schools

ERIC Educational Resources Information Center

Rickwood, Debra; Telford, Nic; Kennedy, Vanessa; Bailey, Eleanor

2018-01-01

Suicide-related behaviours are relatively common among school-aged young people, and schools are an appropriate setting for activities that aim to prevent and assist recovery after suicide. headspace School Support is a specialist service that assists Australian secondary schools to be prepared for and recover from suicide. Through the responses…

Position of the American Dietetic Association, School Nutrition Association, and Society for Nutrition Education: Comprehensive School Nutrition Services

ERIC Educational Resources Information Center

Briggs, Marilyn; Mueller, Constance G.; Fleischhacker, Sheila

2010-01-01

It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health,…

Compulsory Schooling, Child Study, Clinical Psychology, and Special Education: Origins of School Psychology.

ERIC Educational Resources Information Center

Fagan, Thomas K.

1992-01-01

Discusses the history of school psychology, emphasizing the work of L. Witmer (1897, 1907, 1910, 1922) and G. S. Hall (1911, 1923). Providing psychological services in the schools is among the earliest instances of applied psychology. School psychology was one of many child-saving services originating from 1890 to 1920. (SLD)

25 CFR 39.116 - How does a school determine who receives gifted and talented services?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false How does a school determine who receives gifted and... EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Gifted and Talented Programs § 39.116 How does a school determine who receives gifted and talented services? (a) To determine...

A pilot demonstration of comprehensive mental health services in inner-city public schools.

PubMed

Walter, Heather J; Gouze, Karen; Cicchetti, Colleen; Arend, Richard; Mehta, Tara; Schmidt, Janet; Skvarla, Madelynn

2011-04-01

National policy statements increasingly espouse the delivery of comprehensive mental health services in schools. In response to the limited evidence supporting this recommendation, the purpose of this study was to assess the need for, and feasibility, desirability, and outcomes of a full model of comprehensive mental health services in 2 public elementary schools in inner-city neighborhoods. The program, based upon a national model for comprehensive school mental health services, comprised universal and indicated preventive as well as clinical interventions designed to target needs identified in a baseline screening survey. The program was implemented over 1 school year by mental health professionals in collaboration with school teachers. Mental health outcomes comparing baseline to follow-up data were assessed in multiple domains among students and teachers. After 1 year of intervention, students had significantly fewer mental health difficulties, less functional impairment, and improved behavior, and reported improved mental health knowledge, attitudes, beliefs, and behavioral intentions. Teachers reported significantly greater proficiency in managing mental health problems in their classrooms. School staff overwhelmingly endorsed satisfaction with the program. If the observed favorable findings from this pilot demonstration can be replicated in methodologically rigorous studies, additional support would be garnered for national policy recommendations about comprehensive school mental health services. © 2011, American School Health Association.

Language, learning, and memory in children with and without single-suture craniosynostosis.

PubMed

Kapp-Simon, Kathleen A; Wallace, Erin; Collett, Brent R; Cradock, Mary Michaeleen; Crerand, Canice E; Speltz, Matthew L

2016-05-01

OBJECTIVE The language and memory functions of children with and without single-suture craniosynostosis (SSC) were compared at school age (mean 7.45 years, standard deviation [SD] 0.54 years). The children in this cohort were originally recruited in infancy and prior to cranial surgery for those with SSC. METHODS Individual evaluations of 179 school-aged children with SSC and 183 controls were conducted (70% of the original cohort) using standardized measures of language, learning, and memory. Parents participated in an interview about specialized education interventions and school progress. Parents and teachers completed questionnaires about language development. RESULTS Children with SSC (cases) obtained lower scores than controls on all measures. The adjusted differences in language, learning, and memory scores were modest, with SD ranging from 0.0 to -0.4 (p values ranged from 0.001 to 0.99). Censored normal regression was used to account for intervention services received prior to the school-age evaluation; this increased case-control differences (SD range 0.1 to -0.5, p value range 0.001 to 0.50). Mean scores for cases in each SSC diagnostic group were lower than those for controls, with the greatest differences observed among children with unilateral coronal craniosynostosis. CONCLUSIONS Children with SSC continue to show poorer performance than controls on language, learning, and memory tasks at early elementary school age, even when controlling for known confounders, although mean differences are small. Multidisciplinary care, including direct psychological assessment, for children with SSC should extend through school age with a specific focus on language and conceptual learning, as these are areas of potential risk. Future research is needed to investigate language, memory, and learning for this population during the middle to high school years.

In Comparison: Schools Cash in on E-Philanthropy.

ERIC Educational Resources Information Center

Gressel, Judy

2000-01-01

Describes online fundraising opportunities for schools that have arisen since the growth of e-commerce. Reviews and compares five key Web sites for online school fundraising; discusses online shopping sites, information architecture, marketing, tracking school earnings, average percentage returns, customer service, and value added services; and…

76 FR 18783 - United States et al.

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-05

... containers. Dean, Foremost, and other school milk suppliers often use distributors to supply and service school districts. Dairy processors generally use one distributor per service area. While school milk... capability to deliver to all of the schools in the district. Many require early morning or other specific...

SCHOOL SITES. SELECTION AND DEVELOPMENT.

ERIC Educational Resources Information Center

REIDA, G.W.

CERTAIN CRITICAL CRITERIA SHOULD BE CONSIDERED IN SELECTING THE SCHOOL SITE. IMPORTANT IS THE STUDY OF SUCH FACTORS AS PRESENT AND PROJECTED PUPIL POPULATION, THE SCHOOL MASTER PLAN, MAIN THOROUGHFARES, DWELLINGS, LAND USE, SOILS, (SHOWN BY SERVICE MAPS), EXISTING SCHOOL FACILITIES AND ATTENDANCE, BOUNDARIES, UTILITY SERVICES AND FLOOD CONTROLS.…

77 FR 67363 - Notice of Suspension and Commencement of Proposed Debarment Proceedings; Schools and Libraries...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-09

... Debarment Proceedings; Schools and Libraries Universal Service Support Mechanism AGENCY: Federal.... Denisa Babcock's suspension from the schools and libraries universal service support mechanism (or ``E... schools and libraries support, may respond by filing an opposition request, supported by documentation to...

Keep Kids in School: A Collaborative Community Effort to Increase Compliance With State-Mandated Health Requirements.

PubMed

Rogers, Valerie; Salzeider, Christine; Holzum, Laura; Milbrandt, Tracy; Zahnd, Whitney; Puczynski, Mark

2016-05-01

It is important that collaborative relationships exist in a community to improve access to needed services for children. Such partnerships foster preventive services, such as immunizations, and other services that protect the health and well-being of all children. A collaborative relationship in Illinois involving an academic health center, a school district, and county health department to address noncompliance with health examination and immunization requirements was formed. Parents were additional partners. Examinations, screenings, and immunizations increased from previous year baselines. Greater fulfillment of health exam mandates resulted in fewer students (39% fewer) excluded from admission to school. The type of partnerships described is feasible and can result in improved health care for school-aged children who otherwise might be excluded both from health services and from school. © 2016, American School Health Association.

A telephone survey of low vision services in U.S. schools for the blind and visually impaired.

PubMed

Kran, Barry S; Wright, Darick W

2008-07-01

The scope of clinical low vision services and access to comprehensive eye care through U.S. schools for the blind and visually impaired is not well known. Advances in medicine and educational trends toward inclusion have resulted in higher numbers of visually impaired children with additional cognitive, motor, and developmental impairments enrolled in U.S. schools for the blind and visually impaired. The availability and frequency of eye care and vision education services for individuals with visual and multiple impairments at schools for the blind is explored in this report using data collected in a 24-item telephone survey from 35 of 42 identified U.S. schools for the blind. The results indicate that 54% of the contacted schools (19) offer clinical eye examinations. All of these schools provide eye care to the 6 to 21 age group, yet only 10 schools make this service available to children from birth to 3 years of age. In addition, two thirds of these schools discontinue eye care when the students graduate or transition to adult service agencies. The majority (94.7%) of eye care is provided by optometrists or a combination of optometry and ophthalmology, and 42.1% of these schools have an affiliation with an optometric institution. When there is a collaborative agreement, clinical services for students are available more frequently. The authors find that questions emerge regarding access to care, identification of appropriate models of care, and training of educational/medical/optometric personnel to meet the needs of a very complex patient population.

K-12 Parents' Attitudes about Their School District's Mass Notification Service

ERIC Educational Resources Information Center

Downing, Joe R.

2011-01-01

The study examined K-12 parents' attitudes about their school district's mass notification service. Survey data were collected from 146 parents with at least one child who attended school in the district. During an emergency, most parents surveyed wanted their district to expand its mass notification service from landline phone only to also…

7 CFR 240.8 - Payments to program schools, service institutions, nonresidential child care institutions and...

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 4 2010-01-01 2010-01-01 false Payments to program schools, service institutions, nonresidential child care institutions and commodity schools. 240.8 Section 240.8 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS CASH IN LIEU OF DONATE...

Girls Talk Back: Changing School Culture through Feminist and Service-Learning Pedagogies

ERIC Educational Resources Information Center

Martin, Jennifer L.; Beese, Jane A.

2016-01-01

This paper explores the intersection of feminism and service-learning by describing the creation of a women's studies course for girls attending an alternative high school. In the course participants could critique sexist practices in the media and in the school, as well as establish cultural competence through engaging in service projects that…

Service-Learning May Influence Some Students' Attendance and Academic Performance

ERIC Educational Resources Information Center

Baumann, Paul

2014-01-01

In 2010, the National Center for Learning and Civic Engagement (NCLCE) established the Schools of Success, a national network of 19 schools that use service-learning as an instructional strategy. The schools were part of a three-year project to examine how the elements of service-learning might enhance key student outcomes, such as academic…

Partnering with the Private and Philanthropic Sectors: A Governor's Guide to Investing in Early Childhood

ERIC Educational Resources Information Center

Daily, Sarah

2008-01-01

Governors recognize that promoting school readiness is a key strategy for preventing school failure and subsequent costs to society in the form of remedial education services, health and social services, criminal justice services, and lost tax revenue. Supporting the readiness of young children at risk for school failure is critical to the…

Nuanced Understandings of Privatization in Local Authorities' Services to Schools

ERIC Educational Resources Information Center

Boyask, Ruth

2015-01-01

This article draws upon findings from the New Relations between Local Authorities (LAs) and Schools project to identify ideological and value-based differences between the models of service to schools adopted within four case study LAs. While each of the LAs has developed a privatized model of service, there are subtle differences between the…

In-Service Middle and High School Mathematics Teachers: Geometric Reasoning Stages and Gender

ERIC Educational Resources Information Center

Halat, Erdogan

2008-01-01

The purpose of this current study was to investigate the reasoning stages of in-service middle and high school mathematics teachers in geometry. There was a total of 148 in-service middle and high school mathematics teachers involved in the study. Participants' geometric reasoning stages were determined through a multiple-choice geometry test. The…

Bridging the Gaps: Measuring Cultural Competence among Future School Library and Youth Services Library Professionals

ERIC Educational Resources Information Center

Hill, Renee Franklin; Kumasi, Kafi

2011-01-01

School library and youth services professionals must develop and display a strong sense of cultural competence to effectively serve their patrons. Cultural competence is defined here as one's ability to understand the needs of populations different from their own. This paper reports on the perceptions of school library and youth services students…

Study of Food Service Management Companies in School Nutrition Programs. Contract Review Results.

ERIC Educational Resources Information Center

Price Waterhouse, Washington, DC. Office of Government Services.

In fall 1990, the U.S. Department of Agriculture's (USDA's) Food and Nutrition Service (FNS) contracted with Price Waterhouse to complete a study of the use of food-service management companies (FSMCs) by school districts that participate in the National School Lunch Program (NSLP) and the Tentative findings include: (1) contracts between school…

Communication, Community, and Disconnection: Pre-Service Teachers in Virtual School Field Experiences

ERIC Educational Resources Information Center

Wilkens, Christian; Eckdahl, Kelli; Morone, Mike; Cook, Vicki; Giblin, Thomas; Coon, Joshua

2014-01-01

This study examined the experiences of 11 graduate-level pre-service teachers completing Virtual School Field Experiences (VSFEs) with cooperating teachers in fully online, asynchronous high school courses in New York State. The VSFEs included a 7-week online teacher training course, and a 7-week online field experience. Pre-service teachers…

A Management Study of the MCPS Accounting System and Certain Related Financial Services Functions. Final Report.

ERIC Educational Resources Information Center

Young (Arthur) and Co., Washington, DC.

Several years ago, Montgomery County Public Schools (MCPS) began a Management Operations Review and Evaluation (MORE) of the entire school system, excluding school-based instruction. This MORE study is an evaluation of MCPS's current accounting system and certain related financial services functions within the Department of Financial Services. In…

Meeting of the Minds: Perceptions of and Experiences with School-Based Health Services

ERIC Educational Resources Information Center

Amati, Jill Priest

2011-01-01

The purpose of this research is to understand the meanings and perceptions that families, teachers, and school-based service providers on the Westside in Syracuse, New York ascribe to school-based mental health services. The Westside is an economically disadvantaged and under-resourced neighborhood where children experience a great deal of stress…

School-Based Job Placement Service Model: Phase I, Planning. Final Report.

ERIC Educational Resources Information Center

Gingerich, Garland E.

To assist school administrators and guidance personnel in providing job placement services, a study was conducted to: (1) develop a model design for a school-based job placement system, (2) identify students to be served by the model, (3) list specific services provided to students, and (4) develop job descriptions for each individual responsible…

Type 1 Diabetes Mellitus Case Decisions: Health-Related Service Considerations for School Psychologists

ERIC Educational Resources Information Center

Schmitt, Ara J.; Wodrich, David L.; Lazar, Susan

2010-01-01

Type 1 diabetes mellitus (T1DM) is a chronic illness that can impact learning and often requires medical management in the school setting. School psychologists must therefore be knowledgeable of special service eligibility criteria associated with T1DM, the health-related services often required of such students, and what health-related services…

High-Ability Students: New Ways to Conceptualize Giftedness and Provide Psychological Services in the Schools

ERIC Educational Resources Information Center

Nicpon, Megan Foley; Pfeiffer, Steven I.

2011-01-01

Psychologists working in the schools have an opportunity to affect in new and exciting ways the services they provide to high-ability students. A talent development framework offers a unique lens through which gifted services is conceptualized. The framework moves school psychologists beyond viewing giftedness and high IQ as synonymous to…

Framework for Collaboration: Integrating School and Human Services Data in Pittsburgh. OCD Special Report

ERIC Educational Resources Information Center

University of Pittsburgh Office of Child Development, 2011

2011-01-01

This Special Report discusses how the Allegheny County Department of Human Services and Pittsburgh Public Schools took a major step toward closing a knowledge gap that prevents schools and human service agencies around the country from developing a deeper understanding of the children in their systems and collaborating on more effective, better…

A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth

ERIC Educational Resources Information Center

Sullivan, Amanda L.; Simonson, Gregory R.

2016-01-01

Refugees often experience significant psychological distress, but many do not receive necessary services. Among children and youth, most mental health services are provided by schools, so schools are an important service provider for young refugees. We conducted a systemic literature review to synthesize and evaluate the existing research on…

Monitoring the Right to Education: A Manual to Help Citizens Evaluate Public School Services for Mentally Retarded Students.

ERIC Educational Resources Information Center

National Association for Retarded Citizens, Arlington, TX.

Intended for boards of education, teachers, and concerned citizens, the manual suggests means of evaluating state laws and public school services for mentally retarded students. Guidelines provide information on right to education legislation and litigation, suggestions for citizen monitoring of school services, and a list of resources. Presented…

A Guide for Planning and Construction of Public School Facilities in Georgia. School Food Service Facilities.

ERIC Educational Resources Information Center

Georgia State Dept. of Education, Atlanta. Office of School Administrative Services.

It is the purpose of this guide to provide established, well-tested guidelines for planning and constructing food service facilities. These guidelines attempt to get the most efficient and economical operation from a school's food service facilities by providing pertinent information for expanding and remodeling existing facilities, as well as…

ESEA Title I Evaluation Report, 1973-74, Volume 2.

ERIC Educational Resources Information Center

Saint Louis Public Schools, MO.

Volume II of the St. Louis Public Schools evaluation report on programs, projects, services, and activities funded in whole or in part under Elementary Secondary Education Act Title I is organized into two parts, each focusing on one component. Component Five, 'Non-public Schools, services and projects' serviced 18 Catholic and 5 Lutheran schools.…

The Impact of Comprehensive School Nursing Services on Students' Academic Performance.

PubMed

Kocoglu, Deniz; Emiroglu, Oya Nuran

2017-03-01

Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academic performance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students' academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academic performance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management.

Child’s Autism Severity: Effect on West Virginia Caregiver Satisfaction with School Services

PubMed Central

Vohra, Rini; Madhavan, Suresh; Khanna, Rahul; Becker-Cottrill, Barbara

2016-01-01

Survey data was collected from 301 primary caregivers of children with autism registered at West Virginia Autism Training Center (WV ATC), to examine the impact of child’s autism severity on caregiver satisfaction with school services. Satisfaction with six school services was measured via a 3-point Likert scale: speech-language therapy, occupational therapy, social skills training, physical therapy, behavioral interventions, and assistance in improving study skills. Ordinal logistic regressions showed that caregivers of children with high autism severity were less likely to be satisfied with school services, as compared to caregivers of children with low autism severity (OR’s from 0.45 to 0.39). No significant differences existed in caregiver satisfaction with services between high and low autism severity groups, after addition of caregiver burden to the model. Findings suggest that child’s autism severity is a significant predictor of caregiver satisfaction with school services, and should be considered during development of child’s Individualized Education Program (IEP) and evaluation of caregiver satisfaction with the IEP. PMID:25643472

Child's autism severity: effect on West Virginia caregiver satisfaction with school services.

PubMed

Vohra, Rini; Madhavan, Suresh; Khanna, Rahul; Becker-Cottrill, Barbara

2014-01-01

Survey data was collected from 301 primary caregivers of children with autism registered at West Virginia Autism Training Center (WV ATC), to examine the impact of child's autism severity on caregiver satisfaction with school services. Satisfaction with six school services was measured via a 3-point Likert scale: speech-language therapy, occupational therapy, social skills training, physical therapy, behavioral interventions, and assistance in improving study skills. Ordinal logistic regressions showed that caregivers of children with high autism severity were less likely to be satisfied with school services, as compared to caregivers of children with low autism severity (OR's from 0.45 to 0.39). No significant differences existed in caregiver satisfaction with services between high and low autism severity groups, after addition of caregiver burden to the model. Findings suggest that child's autism severity is a significant predictor of caregiver satisfaction with school services, and should be considered during development of child's Individualized Education Program(IEP) and evaluation of caregiver satisfaction with the IEP.

Extending the Schooling Period or Recommending Lifelong Training?: The Place of Higher Education at a Time of Revamped Conceptions of Justice and State Forms in France

ERIC Educational Resources Information Center

Derouet, Jean-Louis

2008-01-01

Until the mid-1990s, French educational policy was in line with the traditional model of democratization, which aimed to extend the schooling period. However, this age-old process came to a halt in the late twentieth century. The 1975 Haby Reform, the law modernizing the French educational system, established the creation of comprehensive schools…

25 CFR 38.14 - Voluntary services.

Code of Federal Regulations, 2013 CFR

2013-04-01

... services on behalf of Bureau schools from the private sector, including individuals, groups, or students... school operations are improved and enhanced. Volunteer service is limited to personal services received without compensation (salary or wages) by the Bureau from individuals, groups, and students. Nothing in...

25 CFR 38.14 - Voluntary services.

Code of Federal Regulations, 2011 CFR

2011-04-01

... services on behalf of Bureau schools from the private sector, including individuals, groups, or students... school operations are improved and enhanced. Volunteer service is limited to personal services received without compensation (salary or wages) by the Bureau from individuals, groups, and students. Nothing in...

25 CFR 38.14 - Voluntary services.

Code of Federal Regulations, 2012 CFR

2012-04-01

... services on behalf of Bureau schools from the private sector, including individuals, groups, or students... school operations are improved and enhanced. Volunteer service is limited to personal services received without compensation (salary or wages) by the Bureau from individuals, groups, and students. Nothing in...

25 CFR 38.14 - Voluntary services.

Code of Federal Regulations, 2014 CFR

2014-04-01

... services on behalf of Bureau schools from the private sector, including individuals, groups, or students... school operations are improved and enhanced. Volunteer service is limited to personal services received without compensation (salary or wages) by the Bureau from individuals, groups, and students. Nothing in...

Linking Home and School: The Home School Knowledge Exchange Project: Linking Home and School to Improve Children's Literacy

ERIC Educational Resources Information Center

Feiler, Anthony; Andrews, Jane; Greenhough, Pamela; Hughes, Martin; Johnson, David; Scanlan, Mary; Yee, Wan Ching

2008-01-01

The Government is urging teachers to engage more closely with families and is promoting the concept of the "extended" school. This article reports on the literacy strand of the Home School Knowledge Exchange (HSKE) project, directed by Professor Martin Hughes at the University of Bristol. A selection of literacy activities developed…

How (and How Much) Do Schools Matter? Variation in K-8th Grade Achievement Trajectories in a National Sample

ERIC Educational Resources Information Center

Schwartz, Kate; Cappella, Elise; Scott, Marc; Seidman, Edward; Kim, Ha Yeon

2015-01-01

The current study extends research on the transition to early adolescence and middle grade schools by examining students' achievement trajectories from school entry through 8th grade in a national sample, and beginning to disassociate the role of school context and school grade configuration in achievement trajectories. Data were drawn from the…