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Strengthening the evidence for maternal and child health programs

Search Results: MCHLine

Items in this list may be obtained from the sources cited. Contact information reflects the most current data about the source that has been provided to the MCH Digital Library.


Displaying records 1 through 20 (42 total).

Mann R, Mays A. 2017. State ESSA plans to support student health and wellness: A framework for action (3rd ed.). Chicago, IL: Healthy Schools Campaign, 29 pp.

Annotation: This document provides guidance on developing state plans for implementing the Every Student Succeeds Act (ESSA) in ways that support student health and wellness. Topics include engaging stakeholders in a way that ensures an effective ESSA state plan is developed and implemented; implementing a state accountability system and creating a school report card that supports the health and learning connection; integrating health and wellness into standards, assessments, and a well-rounded education; integrating student learning through staff wellness and professional development; supporting the transition from early childhood programs to elementary school; transferring funding to strengthen ESSA health and wellness programming; the Student Support and Academic Enrichment grant; and looking ahead. For each topic, the document outlines why it's important, what the law says, action steps, and resources. An overview of ESSA is included.

Contact: Healthy Schools Campaign, 175 N. Franklin, Suite 300, Chicago, IL 60606, Telephone: (312) 419-1810 Fax: (312) 419-1806 Web Site: http://www.healthyschoolscampaign.org Available from the website.

Keywords: Academic achievement, Accountability, Adolescent health, Case studies, Child health, Federal initiatives, Financing, Grants, Learning, Needs Assessment, Organizational change, Policy development, School age children, School health programs, Schools, Service integration, Standards, Statewide planning, Students, Transitions

Gracy D, Fabian A, Roncaglione V, Savage K, Redlener I. 2017. Health barriers to learning: The prevalence and educational consequences in disadvantaged children–A review of the literature. New York, NY: Children's Health Fund, 93 pp.

Annotation: This report offers recommendations to strengthen the safety net for children. It describes health barriers to learning, including oral pain and untreated dental caries, and the evidence base for the impact of these barriers on academic success. For each barrier, the report describes the prevalence; the extent of unmet need for services to identify, manage, and treat the barrier; the impact of the barrier on learning; and key points.

Contact: Children's Health Fund, 215 West 125th Street, Suite 301 , New York, NY 10027, Telephone: (212) 535-9400 Web Site: http://www.childrenshealthfund.org Available from the website.

Keywords: Academic achievement, Access to health care, Barriers, Child health, Disease management, Learning, Literature reviews, Needs assessment, Prevalence, School readiness, Service integration

Aspen Education & Society Program and Council of Chief State School Officers. 2017. Leading for equity: Opportunities for state education chiefs. Washington, DC: Council of Chief State School Officers, 32 pp.

Annotation: This guide defines educational equity and describes actions state education chiefs can take to create a more equitable education system in their state. Topics include setting and communicating an equity vision and measurable targets; focusing on the state education agency; creating accountability for equity; engaging local education agencies and providing tailored differentiated support; allocating resources to achieve fiscal equity; investing in the youngest learners; monitoring equitable implementation of standards and assessments; focusing on teachers and leaders; focusing on conditions of learning (school culture, climate, and social-emotional development); and ensuring families have access to high-quality educational options that align to community needs.

Contact: Council of Chief State School Officers, One Massachusetts Avenue, N.W., Suite 700, Washington, DC 20001-1431, Telephone: (202) 336-7000 Fax: (202) 408-8072 E-mail: info@ccsso.org Web Site: http://www.ccsso.org Available from the website.

Keywords: Accountability, Assessments, Communication, Educational change, Equal opportunities, Family centered services, Leadership, Learning, Measures, Policy development, Program development, Public education, Resource allocation, Schools, Standards, State education agencies, Students, Teachers, Teaching

Roche MK, Blank M, Jacobson R. 2017. Community schools: A whole-child framework for school improvement. Washington, DC: Institute for Educational Leadership, Coalition for Community Schools, 26 pp.

Annotation: This paper proposes community schools as a strategy for school improvement. Topics include what a community school looks like at the school level, how community schools support provisions in the Every Student Succeeds Act, and how states can support community schools. Information about community school and initiative exemplars, resources, and partners are included.

Contact: Institute for Educational Leadership, Coalition for Community Schools, 4301 Connecticut Avenue, N.W., Suite 100, Washington, DC 20008-2304, Telephone: (202) 822-8405 X111 Fax: (202) 872-4050 E-mail: ccs@iel.org Web Site: http://www.communityschools.org Available from the website.

Keywords: Adolescents, Children, Coalitions, Collaboration, Community coordination, Community participation, Equal opportunities, Families, Learning, Models, Organizational change, Program improvement, Public private partnerships, Relationships, School districts, Schools, Service integration, Social support, Systems development

Compton R, Doherty M, Foley M, Kaminski S, Lieberman M, Monopoli M, Whitaker ME. 2016–. DentaQuest disease management series. Westborough, MA: DentaQuest Institute, multiple items.

Annotation: This course provides guidance on implementing a prevention-focused approach to managing dental caries and periodontal disease in a practice-based setting. The course comprises eight 30- to 40-minute modules. Topics include dental caries risk assessment, perinatal oral health care, managing dental caries in infants and young children from birth to age 5 and throughout the life span, and transitioning a traditional oral health practice to a prevention-focused practice.

Contact: DentaQuest Partnership for Oral Health Advancement, 465 Medford Street, Boston, MA 02129-1454, Telephone: (617) 886-1700 Web Site: http://www.dentaquestpartnership.org Available from the website.

Keywords: Adults, Children, Continuing education, Dental caries, Disease management, Infants, Learning, Oral health, Perinatal health, Preventive health services, Protective factors, Risk assessment, Training

Lombardi J, Harding JF, Connors MC, Friednam-Krauss AH, Dichter H, Ponder K, Sells J, Wolfe RB, Tarrant K, Scott-Little C, Maxwell KL, Jordan E, King C, Mathias D. 2016–. Rising to the challenge: Building effective systems for young children and families, a BUILD e-book. Boston, MA: Build Initiative, multiple items.

Annotation: This e-book highlights lessons learned from the initial implementation of a federal initiative to support states in their efforts to align, coordinate, and improve the quality of existing early learning and development programs across multiple funding streams that support children from birth through age five. Contents include experience, trends, and reflections captured through interviews with state leaders. Topics include state systems building through governance, local systems building through coalitions, early learning-health connections, trends and innovations in early childhood education work force development, reform in vision and practice, improving systems of learning through the use of child standards and assessments, integrated data strategies, and the impact of the initiative on state Quality Rating Improvement Systems (QRIS).

Contact: Build Initiative, 89 South Street, Suite 700, Boston, MA 02111, Telephone: (617) 523-6565 E-mail: info@buildinitiative.org Web Site: http://www.buildinitiative.org Available from the website.

Keywords: Access to health care, Assessments, Child health, Coalitions, Data, Early childhood development, Early childhood education, Federal initiatives, Financing, Learning, Program coordination, Program improvement, Quality assurance, Service coordination, Service delivery systems, Standards, State government, Systems development, Trends, Work force

Northeastern University. 2016. Innovations in oral health toolkit [upd.]. Boston, MA: Northeastern University, multiple items.

Annotation: This toolkit for faculty provides guidance on integrating oral health into existing health profession curricula. Guidance on using the toolkit is provided, as well as information about the philosophy and methodology behind the toolkit, steps for building a sustainable program, and web-based resources. The toolkit also addresses assessing readiness, creating awareness and securing support, faculty development, simulation learning, case-based learning, service learning, and cooperative education. A video that describes the toolkit is available.

Contact: Northeastern University, 360 Huntington Avenue, Boston, MA 02115, Telephone: (617) 373-2000 Secondary Telephone: (617) 373-3768 Web Site: http://www.northeastern.edu Available from the website.

Keywords: Health professions, Interdisciplinary approach, Multimedia, Oral health, Professional education, Service learning, Teamwork

MCH Workforce Performance Center. 2016. Diversity and health equity in the maternal and child health workforce: A resource guide to key strategies and actions for MCH training programs. Rockville, MD: U.S. Maternal and Child Health Bureau, 16 pp.

Annotation: This document provides strategies and activities to support maternal and child health (MCH) training programs' efforts to increase diversity and integrate cultural and linguistic competence into training efforts. Contents include resources and short vignettes highlighting strategies used by MCH training programs. Topics include recruiting and retaining faculty, trainees, and program staff from racially and ethnically diverse and underrepresented backgrounds; raising awareness of disparities and inequities through curricula, research, learning, practice, and service environments; and integrating cultural and linguistic competence into training, learning, practice, and service. An archived webinar about the intent of the resource and suggestions on how to use it is also available. [Funded by the Maternal and Child Health Bureau]

Contact: U.S. Maternal and Child Health Bureau, Health Resources and Services Administration, 5600 Fishers Lane, Rockville, MD 20857, Telephone: (301) 443-2170 Web Site: https://mchb.hrsa.gov Available from the website.

Keywords: Cultural competence, Cultural diversity, Culturally competent services, Health care disparities, Health status disparities, Learning, MCH training programs, Recruitment, Work force

SHAPE America. 2016. Answering frequently asked questions about adapted physical education. Reston, VA: SHAPE America, 20 pp.

Annotation: This guidance document answers common questions about providing physical education services for students with disabilities. The document was developed as a resource for physical educators, adapted physical educators, school district administrators, and parents as they work to provide consistent adapted physical education services for students with disabilities. Contents include descriptions of advocacy resources, legal guidelines, teaching tips, and commonly used motor assessments.

Contact: SHAPE America–Society of Health and Physical Educators, 1900 Association Drive, Reston, VA 20191-1598, Telephone: (800) 213-7193 Fax: (703) 476-9527 E-mail: Web Site: http://www.shapeamerica.org Available from the website.

Keywords: Assessments, Disabilities, Learning, Legal definitions, Motor development, Physical activity, Physical education, Resources for professionals, School districts, Service delivery systems, Students, Teaching

Center for Mental Health in Schools. 2016. Improving ESSA planning for student and learning supports. Los Angeles, CA: Center for Mental Health in Schools, 7 pp. (Research for school improvement and transformation: Policy notes)

Annotation: This document describes a framework for developing a comprehensive and equitable system to address barriers to student learning and teaching. The framework comprises student and learning supports within the context of a continuum of interconnected subsystems that promote healthy development and prevent problems, intervene early, and treat severe and chronic problems. Contents include how organizational and operational infrastructures can be reworked to enable the development, implementation, and sustainability of the approach.

Contact: Center for Mental Health in Schools, UCLA School Mental Health Project, Box 951563, Los Angeles, CA 90095-1563, Telephone: (310) 825-3634 Secondary Telephone: (866) 846-4843 Fax: (310) 206-8716 E-mail: smhp@ucla.edu Web Site: http://smhp.psych.ucla.edu Available from the website.

Keywords: Accountability, Barriers, Child development, Collaboration, Early intervention, Equal opportunities, Health promotion, Interdisciplinary approach, Learning, Organizational change, Policy development, Program improvement, Program planning, Resource allocation, School districts, Service integration, Standards, Students, Systems development, Teaching

Langelier M, Surdu S, Rodat C, Moore J, Kottek A. 2016. Survey of federally qualified health centers to understand participation with dental residency programs and student externship rotations. Rensselaer, NY: Oral Health Workforce Research Center, 100 pp.

Annotation: This brief describes findings from a survey of federally qualified health centers (FQHCs) asking questions about the FQHC's participation in dental student externship or dental residency programs and the impact of that participation on recruitment and retention of dentists in the FQHC. Contents include an executive summary and a technical report with the study background, objectives, methods, findings, discussion, limitations, and conclusions. Topics include prevalence and differences in prevalence of oral health services provided to children and/or adults by FQHCs participating in dental residency or student externship programs.

Contact: Oral Health Workforce Research Center, New York Center for Health Workforce Studies, University of Albany, SUNY, School of Public Health, 1 University Place, Suite 220, Rensselaer, NY 12144-3445, Telephone: (518) 402-0250 Fax: (518) 402-0252 Web Site: http://www.oralhealthworkforce.org Available from the website.

Keywords: Adults, Children, Community health centers, Internship and residency, National surveys, Oral health, Personnel recruitment, Prevalence, Retention, Service learning, Statistical data, Work force

Association of State and Territorial Health Officials. 2016. 6-18 Initiative: Accelerating Evidence into Action–State Medicaid & Public Health Convening: Meeting summary. Arlington, VA: Association of State and Territorial Health Officials, 20 pp.

Annotation: This document summarizes a convening held on February 8–9, 2016, to launch a collaborative engagement with states to help them explore how to translate the evidence on interventions related to controlling asthma, tobacco cessation, and unintended pregnancy prevention into implementation within state Medicaid programs. Contents include pre-convening planning calls, state identified priorities and state convening meeting objectives, an overview of state convening, state team planning summary results, evaluation summary, and next steps. The appendices contain a description of the 6 | 18 Initiative to align evidence-based preventive practices with emerging value-based payment and delivery models, the meeting agenda, the participant list, and the state action plan template.

Contact: Association of State and Territorial Health Officials, 2231 Crystal Drive, Suite 450, Arlington, VA 22202, Telephone: (202) 371-9090 Fax: (571) 527-3189 Web Site: http://www.astho.org Available from the website.

Keywords: Asthma, Collaboration, Contraception, Health care delivery, Learning, Medicaid, Meetings, Models, National initiatives, Peer groups, Policy development, Pregnancy prevention, Prevention programs, Preventive health services, Program planning, Reimbursement, State programs, Statewide planning, Teamwork, Tobacco cessation

Jacobson R, Blank MJ. 2015. A framework for more and better learning through community school partnerships. Washington, DC: Institute for Educational Leadership, Coalition for Community Schools, 30 pp.

Annotation: This paper provides a learning framework on how community schools systemically promote better learning through results-focused community partnerships. Contents include information about community school and learning principles, conditions essential to learning including health and social supports and services, expanded learning opportunities, and meaningful family and community engagement. Examples of learning partnerships in practice are also included.

Contact: Institute for Educational Leadership, 4301 Connecticut Avenue, N.W., Suite 100, Washington, DC 2008-2304, Telephone: (202) 822-8405 Fax: (202) 872-4050 E-mail: iel@iel.org Web Site: http://www.iel.org Available from the website.

Keywords: Communities, Family support, Health services, Learning, Models, Public private partnerships, School age children, Schools, Systems development

National Center for Chronic Disease Prevention and Health Promotion. 2015. Comprehensive framework for addressing the school nutrition environment and services. Atlanta, GA: National Center for Chronic Disease Prevention and Health Promotion, 8 pp.

Annotation: This document describes components of the school nutrition environment and resources to support a healthy school nutrition environment. Topics include school meals, smart snacks in school; in-school fundraisers; classroom celebrations, events, and nonfood rewards; access to drinking water; staff role modeling; food and beverage marketing; and healthy eating learning opportunities.

Contact: National Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control and Prevention, 1600 Clifton Road, Atlanta, GA 30329-4027, Telephone: (800) 232-4636 Secondary Telephone: (888) 232-6348 E-mail: cdcinfo@cdc.gov Web Site: http://www.cdc.gov/nccdphp Available from the website.

Keywords: Fluid intake, Food consumption, Health policy, Health promotion, Learning, Marketing, Models, Nutrition, Policy development, Role models, School health services, Schools, Snacks, Water

Association of Maternal and Child Health Programs. 2015. Opportunities and strategies for improving preconception health through health reform: Advancing collective impact for improved health outcomes. Washington, DC: Association of Maternal and Child Health Programs, 8 pp.

Annotation: This issue brief explores how states can capitalize on the opportunities presented by health reform to improve birth outcomes, particularly through preconception health. It highlights state Title V maternal and child health programs, particularly programs in three states (Michigan, Oklahoma, and Oregon) that participated in an action learning collaborative and are working to strengthen partnerships to implement preconception health activities, enhance preventive care for women, explore financing options for preconception care services, and use data to inform policy and program development. Delaware and Colorado also are featured as states that are working toward improved access to preconception care.

Contact: Association of Maternal and Child Health Programs, 1825 K Street, N.W., Suite 250, Washington, DC 20006-1202, Telephone: (202) 775-0436 Fax: (202) 478-5120 E-mail: info@amchp.org Web Site: http://www.amchp.org Available from the website.

Keywords: Access to health care, Collaboration, Colorado, Data, Delaware, Financing, Health care reform, Learning, Michigan, Oklahoma, Oregon, Policy development, Preconception care, Preventive health services, Program development, Program improvement, Public private partnerships, State MCH programs, Title V programs, Women's health

Center for Mental Health in Schools. 2014. Integrated student supports and equity: What's not being discussed. Los Angeles, CA: Center for Mental Health in Schools, 6 pp.

Annotation: Connecting school, home, and community resources is essential to the well-being of children and youth and to enhancing equity of opportunity for them to succeed at school and beyond. With this in mind, many initiatives and policy reports have focused on addressing the widespread fragmentation of supports for families and their children. Considerable policy emphasis has centered on the notion of integrated student supports. While most of the discussion of integrated student supports is well-intentioned, the examples most frequently cited have little chance of enhancing equity of opportunity for students across the country. Moreover, as practiced, serious unintended negative consequences have been observed. This set of policy notes stresses the need and directions for moving forward.

Contact: Center for Mental Health in Schools, UCLA School Mental Health Project, Box 951563, Los Angeles, CA 90095-1563, Telephone: (310) 825-3634 Secondary Telephone: (866) 846-4843 Fax: (310) 206-8716 E-mail: smhp@ucla.edu Web Site: http://smhp.psych.ucla.edu Available from the website.

Keywords: Barriers, Community coordination, Equal opportunities, Health care systems, Intervention, Learning, School linked programs, Service integration, Students, Teaching

ASCD. 2014. Whole school whole community whole child: A collaborative approach to learning and health. Alexandria, VA: ASCD, 13 pp.

Annotation: This document presents a model for collaboration and action across communities, across schools, and across sectors to meet the needs and reach the potential of each child. Topics include the need for greater alignment, integration, and collaboration between education and health to improve each child's cognitive, physical, social, and emotional development; combining and building on elements of the traditional coordinated school health approach and the whole child framework; and developing joint or collaborative policies, processes, and practices.

Contact: ASCD, 1703 North Beauregard Street, Alexandria, VA 22311-1714, Telephone: (703) 578-9600 Secondary Telephone: (800) 933+2723 Fax: (703) 575-5400 E-mail: member@ascd.org Web Site: http://www.ascd.org Available from the website.

Keywords: Collaboration, Community role, Educational reform, Government role, Health status, Learning, Models, Multidisciplinary teams, National initiatives, Policy development, School age children, School role, Service integration

Early Childhood Learning and Knowledge Center. 2014. Making the link between health and school readiness. [Elk Grove Village, IL]: Early Childhood Learning and Knowledge Center, 41 pp.

Annotation: This tool describes the link between health and school readiness to help Head Start programs design school-readiness goals that incorporate health strategies, including oral health strategies. Topics include how program leaders can use the tool, links between health and the Child Development and Early Learning Framework domains, other school readiness goals, and health services that impact school readiness.

Contact: Early Childhood Learning and Knowledge Center, Telephone: (866) 763-6481 E-mail: health@ecetta.info Web Site: https://eclkc.ohs.acf.hhs.gov Available from the website.

Keywords: Early Head Start, Educational objectives, Goals, Head Start, Health services, Infants, Learning activities, Pregnant women, Program planning, School readiness, Young children

Child Trends. 2014. Making the grade: Assessing the evidence for integrated student supports. Bethesda, MD: Child Trends, 133 pp.

Annotation: This report examines, from multiple perspectives, integrated student supports (ISS) as a strategy to address disparities in educational attainment and achievement. The report defines ISS as a school-based approach to promoting students' academic achievement and educational attainment by coordinating a seamless system of wraparound supports at multiple levels that target students academic and non-academic barriers to learning. Topics include models developed by practitioners in communities, research on child development, research on education, as well as evaluation studies. The report triangulates these knowledge bases to assess where the ISS field is and the evidence base that underlies the approach. Next steps and implications for research and evaluation are included.

Contact: Child Trends, 7315 Wisconsin Avenue, Suite 1200 W, Bethesda, MD 20814, Telephone: (240) 223-9200 E-mail: Web Site: http://www.childtrends.org Available from the website.

Keywords: Academic achievement, After school programs, Barriers, Community role, Education, Educational attainment, Integrated services, Learning, School health education, School health programs, School health services, School role, School safety

Build Initiative. 2014. BUILD/IMLS partnership: Supporting communities through museums and libraries. Boston, MA: Build Initiative, multiple items.

Annotation: This webinar series focuses on efforts to integrate museums and libraries into statewide early childhood systems. Contents include presentations (in .pdf) and recordings on the following topics: tools and methodologies for leveraging strategic connections to local library systems, state government, and early learning organizations and standards; how museums and libraries can be learning resource centers for young children and their families and caregivers; the scope, roles, and functions of state early learning and development systems; and ways to strengthen and work with museums and libraries in intentionally supporting the growth and development of young children and their families and caregivers. State-specific examples from Washington are included.

Contact: Build Initiative, 89 South Street, Suite 700, Boston, MA 02111, Telephone: (617) 523-6565 E-mail: info@buildinitiative.org Web Site: http://www.buildinitiative.org Available from the website.

Keywords: Communities, Early childhood development, Early childhood education, Families, Integrated information systems, Learning disabilities, Libraries, Public health, Public private partnerships, Service delivery systems, State programs, Statewide planning, Washington, Young children

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This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.