Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from essay:
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.
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"
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
"No Child Left Behind Data" (2013, March 11) Retrieved December 5, 2016, from http://www.paperdue.com/essay/no-child-left-behind-data-86622
"No Child Left Behind Data" 11 March 2013. Web.5 December. 2016. <http://www.paperdue.com/essay/no-child-left-behind-data-86622>
"No Child Left Behind Data", 11 March 2013, Accessed.5 December. 2016, http://www.paperdue.com/essay/no-child-left-behind-data-86622
(No Child Left behind Act Aims to Improve Success for All Students and Eliminate the Achievement Gap) Parents will also gain knowledge regarding how the quality of learning is happening in their child's class. They will get information regarding the progress of their child vis-a-vis other children. Parents have of late been given the privilege to ask for information regarding the level of skills of the teachers. It offers parents
There are over 4.4 million ELs enrolled in U.S. public schools, a number that has doubled during the last decade, making ELs roughly 10% of the total enrollment nationwide (Conrad 2005). The demographic increases demonstrate to government agencies that more needs to be done to support and ensure their integration and success in the educational process, and standardized testing in English is the least appropriate way to meet their
No Child Left Behind When it was first initiated, the No Child Left Behind Act was intended to make schools accountable for the education of their students. This federal Elementary and Secondary Education Act was supposed to improve the quality of education for all children in the United States. This paper will show, however, that in many school districts, the No Child Left Behind Act has had the opposite effect. As
For Bush, the "formation and refining of policy proposals" (Kingdon's second process stream in policymaking) came to fruition when he got elected, and began talking to legislators about making educators and schools accountable. Bush gave a little, and pushed a little, and the Congress make its own changes and revisions, and the policy began to take shape. The third part of Kingdon's process stream for Bush (politics) was getting the
These authors note that the obstacles for ELL students are particularly challenging, given that they include both educational and technical issues. These challenges include the following: Historically low ELL performance and very slow improvement. State tests show that ELL students' academic performance is far below that of other students, oftentimes 20 to 30 percentage points lower, and usually shows little improvement across many years. Measurement accuracy. Research shows that the language
Many states don't want to lower their standards, including Minnesota, New Hampshire and Hawaii, and legislators have seriously debated withdrawing from NCLB, even though it would mean they would lose federal money that is tied to it. However, as the first national suit points out, no funding except the promised NCLB funding is supposed to be tied to it; the Education Department has apparently been making its own interpretation
One of the most damaging results of the NCLB program was the way that many schools began focusing on standardized test preparation through drilling instead of on substantive academic subjects (Sonnenblick, 2008). In many states, educators began devoting inappropriate amounts of time to preparing students to perform well on the state-wide tests while neglecting their primary academic purpose of teaching. Unfortunately, the increased attention to reading, writing, and arithmetic necessarily