No Child Left Behind Data essay

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State education agencies and local school districts needs to work to incorporate the major provisions of the No Child Left Behind Act (U.S. Department of Education, 2004a). The evaluator feels it is imperative that as teacher preparation programs, along with state and local education agencies, address the training, recruitment, and retention of highly qualified teachers and conduct counseling sessions for every American classroom.

Teacher education programs can prepare future teachers to work in true collaborative arrangements with a variety of community stakeholders and families by helping teachers and school administrators understand the mandates, timelines, and overall missions of other public human services agencies. This type of information is critical and could be easily incorporated into the general and special education teacher preparation curricula, including field experiences in schools as well as in community human service agencies (such as mental health centers or juvenile justice).

As more educators are trained and become implementers of this evidence-based practice, schools can take the lead in handling students with EBD. School personnel need to understand how to proactively design, develop, and expand prevention and early intervention strategies that address student behavior through the use of Positive Behavior Support (PBS). Implementation of PBS will promote a school-based leadership team approach that supports school personnel in a problem-solving process to create healthy and supportive school environments for all students and their families, as well as school personnel. PBS has demonstrated its effectiveness in reducing discipline problems in schools across the country. Only as these recommendations become reality throughout state and federal human service systems, including the nation's educational systems, can our country fulfill the promise of a transformed mental health care delivery system that supports healthy children, families, and communities. Working toward these goals in our schools and communities will provide guidelines that can lead to better outcomes for children and adolescents with EBD.

State education agencies, universities, local school districts, and other policymaking entities need to improve existing services for all students, especially those students with the poorest academic outcomes (i.e., students with disabilities, students at risk of school failure, children from diverse backgrounds). In addition to strengthening existing programs and supports, creative policy makers and program developers will need to identify the gaps in community-based services according to variables such as equity across geographic locations, socioeconomic needs, and diverse cultural identities and preferences. Students with EBD or mental health needs require a multidisciplinary team approach to support their success.

It is a true transformation of service delivery systems that promotes better outcomes for children through strengthened partnerships between families, education, mental health personnel, and other human service providers. It is our hope that this paper will encourage more conversations among leadership in higher education, state education agencies, schools, families, and communities to achieve the promise -- the promise to help all children live happy, healthy lives within their communities.

Time Scale

Tasks

Research on Internet, research through books working on arranging research data

Literature Review writing & seeking teacher's feedback

Final amendment in the Literature Review

Actual Submission "Literature Review Report"

Research for the Methodology part

Get the instructor's opinion on the methodology

Collect the data and put together statistical results for analysis

Writing last draft of study and taking teacher's comments

Perform all editing and complete the "Final Chapter of Research Project"

References

Kolbe L, J. (2006) A framework for School Health Programs in the 21st Century. Journal of School Health. Pg 75:226-228.

Lechtenberger, D.A., & Mullins, F.E. (Fall, 2004). Promoting better family-school community partnerships for all of America's children. Beyond Behavior, 14(1), 17-22.

Lewis, T.J., Powers, L.J., Kelk, M.J., & Newcomer, L. (2002) Reducing problem behaviors on the playground: An investigation of the application of school-wide positive behavior supports. Psychology in the Schools, 39, 181-190.

Miles, P., Burns, E.J., Osher, T. W, Walker, J.S., & National Wraparound Initiative Advisory Group. (2006). The Wraparound process users guide: A handbook for families. Portland, OR: Portland State University, National Wraparound Initiative, Research and Training Center on Family Support and Children's Mental Health.

Richard, A., Davis, M, R., (2005) Governors seek help from Federal officials on NCLB law, funds. Education Week, 24:19.

Richardson, J, W., (2006) The health and cognitive consequences of international child poverty. In: Yeakey CC, Richardson JW, Buck JB, eds. Suffer the Little Children: National and International Dimensions of Child Poverty. London, UK: Elsevier Press; 335-358.

Sugai, G., & Horner, R.H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24, 23-50

U.S. Department…[continue]

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