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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 (57 total).

Institute for Educational Leadership, Coalition for Community Schools. n.d.. Community schools: Promoting student success–A rationale and results framework. Washington, DC: Institute for Educational Leadership, Coalition for Community Schools, 11 pp.

Annotation: This document for local policymakers and practitioners provides guidance on implementing a community school strategy. It outlines a rationale for the community school as a primary vehicle for increasing student success and strengthening families and community. The document also defines specific results that community schools seek -- both in terms of how they function and in relationship to the well being of students, families, and communities. Contents include the community schools vision, guiding principles, logic model, and framework for student success. Conditions for learning and indicators of capacity are also addressed.

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, Development, Education, Families, Leadership, Learning, Models, Program improvement, Schools, Students, Teaching

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

Association of Maternal and Child Health Programs. 2017. Pathways to family leadership within AMCHP. Washington, DC: Association of Maternal and Child Health Programs, 5 pp.

Annotation: This document defines the term "family leader" and describes the roles for family leaders in the Association for Maternal and Child Health Programs' activities. Topics include title, eligibility criteria, selection process, timeline, and duties.

Contact: Association of Maternal and Child Health Programs, 1825 K Street, N.W., Suite 250, Washington, DC 20006-1202, Telephone: (202) 775-0436 Contact Phone: (202) 775-1472 Fax: (202) 478-5120 E-mail: info@amchp.org Contact E-mail: mjarvix@amchp.org Web Site: http://www.amchp.org Available from the website.

Keywords: Collaboration, Community participation, Consultants, Employment, Families, Leadership, Mentors, Parent participation, Parent professional relations, Public private partnerships, Recruitment, Special health care services, State MCH programs, Teaching, Technical assistance, Title V programs, Training, Volunteers, Work force

National Center on Early Childhood Development, Teaching, and Learning. 2017. Framework for effective practice: Supporting school readiness for all children. Seattle, WA: National Center on Early Childhood Development, Teaching, and Learning, 2 pp.

Annotation: This document describes a framework to support school readiness for all children. The framework comprises elements that foster children's learning and development, including teacher-child interactions that are emotionally and instructionally supportive and a well-organized classroom that maximizes learning opportunities; evidence-based curriculum and teaching strategies linked with ongoing assessment of child progress; and highly individualized teaching and learning practices that are required for some skills or for some children to access, participate, and thrive in the preschool classroom.

Contact: National Center on Early Childhood Development, Teaching, and Learning, Telephone: (844) 261-3752 E-mail: ecdtl@ecetta.info Web Site: https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching Available from the website.

Keywords: Assessment, Child development, Curriculum development, Emotional development, Learning, Quality assurance, School readiness, Spanish language materials, Teaching, Young children

Alperin M, Uden-Holman TM, Rodgers KC, eds. 2017. U.S. Public Health Learning Network: Innovative competency-based training for the public health workforce. Pedagogy in Health Promotion: The Scholarship of Teaching and Learning 3(1, Suppl.):5S–87S,

Annotation: This supplement comprises 15 articles focused on the work of the U.S. Public Health Learning Network (PHLN). Contents include commentaries, a reflective piece, descriptive best practices, and original research that describe the work of the regional public health training centers (PHTCs), local performance sites, and National Coordinating Center for Public Health Training, which comprise the PHLN. Topics include recommendations for successful implementation of Public Health 3.0 principles, the role that practice-based experiences such as internships and field placements have on public health students, the role of the PHLN in strengthening the public health work force, and the major areas of activity of the PHTC program.

Contact: Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320-2218, Telephone: (805) 499-9774 Secondary Telephone: (800)818-7243 Fax: (805) 499-0871 E-mail: order@sagepub.com Web Site: http://www.sagepub.com Available from the website.

Keywords: Health personnel, Learning: Training, Public health, Role, Teaching, Work force

McLanahan S, Currie JM, Haskins R, Kearney M, Rouse CE, Sawhill I. 2017. Social and emotional learning. Princeton, NJ: Princeton University, Woodrow Wilson School of Public and International Affairs; Washington, DC: Brookings Institution, 2 items. (The future of children; vol. 27, no. 1, Spring 2017)

Annotation: This issue of Future of Children examines the state of the science on social and emotional learning (SEL) intervention and assessment, and related policy issues in education. The eight articles describe how to support SEL in schools and explore how SEL in schools might impact policy questions in education. Topics include SEL as a public health approach to education; SEL interventions in early childhood; promoting social and emotional competencies in elementary school; SEL programs for adolescents; SEL-focused after-school programs; SEL and equity in school discipline; SEL and teachers; and social-emotional assessment, performance, and standards.

Contact: Future of Children, Woodrow Wilson School of Public and International Affairs, Princeton University, 267 Wallace Hall, Princeton, NJ 08544, Telephone: (609) 258-5894 E-mail: foc@princeton.edu Web Site: http://www.futureofchildren.org Available from the website.

Keywords: Academic achievement, Adolescents, After school programs, Assessment, Child development, Competency based education, Discipline, Elementary schools, Emotional development, Intervention, Learning, Policy analysis, Psychosocial development, Standards, Teaching, Young children

Altarum Institute. 2016–. SmileConnect℠. [Ann Arbor, MI]: Altarum Institute, multiple items. (Version 1.8)

Annotation: This integrated care model emphasizes multidisciplinary service delivery through provider education, information technology, and community outreach to improve access to oral health care for children. Users can create an account and request oral health curricula, classroom materials, and supplies; screening and preventive services; and educational materials for children and parents. The application also provides news, statistics on children’s oral health, information and resources about the impact of oral health on overall health, and links to organizations that may serve as resources. Information for volunteers (dental school and dental hygiene program administrators and students, oral health professionals) and organizational sponsor-donors is also provided.

Contact: Altarum Institute, 3520 Green Court, Suite 300, Ann Arbor, MI 48105, Telephone: (734) 302-4600 Secondary Telephone: (800) 879-6505 Fax: (734) 302-4991 Contact E-mail: info@smileconnect.org Web Site: http://www.altarum.org/contact Available from the website.

Keywords: Access to health care, Financing, Networking, Preventive health services, Teaching, Work force

National Children's Oral Health Foundation. 2016. #MySmileMatters national youth engagement plan. Charlotte, NC: National Children's Oral Health Foundation, 11 pp.

Annotation: This document presents a model for helping adolescents and adults integrate oral health advocacy, learning, and teaching opportunities into their schools and communities. Contents include activities to increase oral health literacy by changing beliefs, activities to change oral health habits by changing behavior, and activities to affect whole populations by changing the environment. The plan also outlines steps for adolescents and youth groups to become members of the #MySmileMatters Youth Movement, a national initiative to engage adolescents in oral health and wellness.

Contact: National Children's Oral Health Foundation, 4108 Park Road, Suite 300, Charlotte, NC 28209, Telephone: (704) 350-1600 Secondary Telephone: (800) 559-9838 Fax: (704) 350-1333 E-mail: info@ncohf.org Web Site: http://www.ncohf.org Available from the website.

Keywords: Advocacy, Behavior change, Beliefs, Community action, Community participation, Health behavior, Learning, Models, National initiatives, Oral health, Policy development, Schools, Strategic plans, Teaching, Youth

Carnegie Foundation for the Advancement of Teaching. 2016. Learning to improve glossary. Stanford, CA: Carnegie Foundation for the Advancement of Teaching, 1 p.

Annotation: This glossary organizes a selection of key terms and definitions related to improvement research and networked communities. The terms are grouped together according to the following topics: networked improvement communities, improvement science and quality improvement, standard work and processes, systems, driver diagrams and working theories of practice improvement, doing improvement research, measurement, and evidence for improvement. In some cases the terms have been modified slightly for the education context.

Contact: Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305, Telephone: (650) 566-5100 Fax: (650) 326-0278 Web Site: http://www.carnegiefoundation.org Available from the website.

Keywords: Education, Networking, Outcome and process assessment, Performance measurement, Program improvement, Quality assurance, Research, Systems development, Teaching

SHAPE America: Society of Health and Physical Educators. 2016. Providing community-based PE services for students with disabilities in special education transition programs. Reston, VA: SHAPE America: Society of Health and Physical Educators, 8 pp.

Annotation: This document for physical educators provides guidance on ensuring that students in community-based transition programs receive physical education services in community settings, and that those services are developed and implemented by certified adapted physical education teachers. Contents include background, reasons for concern, clarification from the U.S. Department of Education's Office of Special Education Programs, a call to action, and best practices and recommendations for providing meaningful physical education services in secondary special education transition programs.

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: Community action, Community based services, Disabilities, Models, Nutrition education, Physical activity, Physical education, Students, Teaching, Transition planning, Transition to independent living, Youth in transition programs

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

Wiener R, Goldstein M. 2016. Advancing equity through ESSA: Strategies for state leaders. Washington, DC: Council of Chief State School Officers and Aspen Institute, Education and Society Program, 36 pp.

Annotation: This document for state leaders presents a framework for advancing equity in education through the implementation of the Every Student Succeeds Act. The framework identifies eight equity priorities and illustrates how states could leverage the federal law to improve equity in opportunity and outcomes for all students. Topics include closing funding gaps, improving low-performing schools, increasing access to effective teachers and leaders, supporting English learners, increasing access to advanced coursework, addressing disproportionate discipline practices, addressing students' social-emotional learning needs, and improving access to high-quality instructional materials.

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: Educational change, Equal opportunities, Federal legislation, Leadership, Learning, Mental health, Program improvement, Psychosocial development, Quality assurance, Students, Teaching

National Down Syndrome Congress. 2016. Every Student Succeeds Act (ESSA) guide to state plan development decisions and recommendations for advocacy. [Atlanta, GA]: National Down Syndrome Congress, 8 pp.

Annotation: This document provides recommendations for state departments of education related to developing their Every Student Succeeds Act (ESSA) implementation plan. Contents includ recommendations in the areas of accountability, standards and assessments, universal design for learning and teacher qualifications. Links to additional resources are included.

Contact: National Down Syndrome Congress, , 1370 Center Drive, Suite 102, Atlanta, GA 30338, Telephone: (770) 604-9500 Secondary Telephone: (800) 232-NDSC Fax: (770) 604-9898 E-mail: info@ndsccenter.org Web Site: http://www.ndsccenter.org Available from the website.

Keywords: Accountability, Advocacy, Assessments, Decision making, Educational reform, Learning, Special education, Standards, Statewide planning, Teaching

Hawaii State Department of Education. 2016. Memorandum of agreement between Hawaii Dental Association and Hawaii Department of Education. Honolulu, HI: Hawaii State Department of Education, 4 pp.

Annotation: This memorandum of agreement between the Hawaii Department of Education (DOE) and Hawaii Public Policy Advocates describes terms and conditions under which the Hawaii Dental Association is allowed to provide presentations to students in grades 1 and 2 in Hawaii public elementary schools. Contents include start and end dates and names and positions of personnel authorized to access DOE schools. Topics include providing information on dental hygiene, including providing demonstrations of and opportunities for students to practice correct technique; oral health awareness; and access to free oral health services.

Contact: Hawaii State Department of Education, Honolulu, HI 96813, Telephone: (808) 586-3230 E-mail: doe_info@hawaiidoe.org Web Site: http://www.hawaiipublicschools.org Available from the website.

Keywords: Elementary schools, Hawaii, Oral health, Prevention programs, Public private partnerships, School health services, Students, Teaching

National Education Association, Education Policy and Practice. 2016. Achieving Great Public Schools: GPS indicators framework. Washington, DC: National Education Association, 11 pp.

Annotation: This chart for policymakers, educators, and advocates presents a framework for evaluating how well states, districts, and schools address areas critical to student success. The chart is designed similarly to a logic model allowing states and districts to visualize the resources, policies, and practices fundamental to achieving student success. Contents include seven criteria representing general areas deemed critical to the success of public schools and students (school readiness, standards and curriculum, conditions of teaching and learning, work force quality, accountability and assessments, family and community engagement, and school funding). Subcriteria (outcomes integral to closing opportunity and achievement gaps and preparing students with skills) are followed by the indicators that determine the extent to which states, districts, and schools address the criteria. Indicators are grouped by resources, policies and practices, and outputs.

Contact: National Education Association, 1201 16th Street, N.W., Suite 216, Washington, DC 20036-3290, Telephone: (202) 833-4000 Fax: (202) 822-7974 Web Site: http://www.nea.org Available from the website.

Keywords: Accountability, Advocacy, Assessment, Curricula, Evaluation, Financing, Learning, Models, Policy development, Public education, Public schools, Quality assurance, Research, School districts, School readiness, Standards, Students, Teaching, Work force

Barnett WS, Friedman-Krauss AH. 2016. State(s) of Head Start. New Brunswick, NJ: National Institute for Early Education Research, 112 pp.

Annotation: This report describes and analyzes Head Start enrollment, funding, quality, and duration, state-by-state. The report focuses on the 2014–2015 program year but also provides longitudinal data beginning with the 2006–2007 program year. Contents include background on the history of Head Start; what the research says about Head Start's effectiveness; and inequalities in access, quality, duration, and funding. Conclusions and policy recommendations; national figures and overview; and a guide to state profiles, including data points, are also provided.

Contact: National Institute for Early Education Research, Rutgers University, 73 Eastern Ave., New Brunswick, NJ 08901, Telephone: (732) 932-4350 Fax: (732) 932-4360 E-mail: sbarnett@nieer.org Web Site: http://nieer.org Available from the website.

Keywords: Data, Early childhood education, Enrollment, Equal opportunities, Financing, Head Start, Low income groups, National programs, Policy development, Quality assurance, Research, Standards, Teaching, Young children

Jessee SA, Deinard AS. 2016. Child abuse and neglect: Implications for the dental professional (rev. ed.). Dallas, TX: Procter and Gamble Company, 1 v.

Annotation: This continuing-education course for oral health professionals provides information about child abuse and neglect and outlines responsibilities for recognizing, reporting, treating, and preventing child abuse and neglect. Topics include the incidence, etiology, and long-term effects of child maltreatment; the dentist’s role in intervention; identifying neglect and physical, sexual, and emotional abuse; assessment (history taking and diagnosis); and treating orofacial and dental trauma. A tool that educators can use for creating a student assignment is also available.

Contact: Procter and Gamble Company, Cincinnati, OH Telephone: (800) 543-2577 Web Site: http://www.dentalcare.com Available from the website.

Keywords: Assessment, Child abuse, Child neglect, Child sexual abuse, Continuing education, Dental care, Dentistry, Emotional abuse, Intervention, Learning, Maltreated children, Oral health, Physical abuse, Prevention services, Resources for professionals, Responsibility, Teaching, Trauma

Procter and Gamble Company. 2016. Children's oral health. Cincinnati, OH: Procter and Gamble Company, multiple items.

Annotation: These public-awareness-campaign materials are designed for use during Children’s Dental Health Month (February) to encourage good oral health for children of all ages. Contents include activity sheets; a guide for parents; a poster for displaying in an office waiting room; a certificate to present to children; tools for classroom educators (customizable letter and teacher’s guide); and classroom resources, including lesson plans, demos and videos, and frequently asked questions.

Contact: Procter and Gamble Company, Cincinnati, OH Telephone: (800) 543-2577 Web Site: http://www.dentalcare.com Available from the website.

Keywords: Children, Consumer education materials, Curriculum development, Learning, Multimedia, Oral health, Oral hygiene, Prevention programs, Primary prevention, Program development, Program planning, Public awareness campaign materials, Teaching

Planned Parenthood of Greater Northern New Jersey, Center for Sex Education. 2015–. School health sex education kit. Morristown, NJ: Planned Parenthood of Greater Northern New Jersey, Center for Sex Education, multiple items.

Annotation: This kit of 10 manuals provides lesson plans on sexuality topics for students in grades 3–12. Contents include the following titles: Changes, Changes, Changes: Great Methods for Puberty Education; Game On! The Ultimate Sexuality Education Gaming Guide; Great Mentoring: Positive Conversations with Young People about Sexual Decisions; Let's Erase Bullying; Making Sense of Abstinence; Positive Images: Teaching About Contraception and Sexual Health; Sex Ed 101; Sex Ed in the Digital Age; Teaching Safer Sex; and Unequal Partners: Teaching about Power, Consent, and Healthy Relationships.

Contact: Planned Parenthood of Greater Northern New Jersey, Center for Sex Education, 196 Speedwell Avenue, Morristown, NJ 07960, Telephone: (973) 387-5161 E-mail: info@sexedstore.com Web Site: http://www.sexedcenter.org $499 (full set); manuals also available individually.

Keywords: Curricula, Elementary education, Elementary schools, High schools, Middle schools, Sexual health, Sexuality education, Students, Teaching

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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.