|Educational Achievement||Stratgy Ambassador (SA)/Action Teams/Initiatives/Working Groups/Agencies/Individuals||Description||Other Descriptive Detail|
|ED1: Strengthen Families||∙ Building Health Communities, Bright Beginnings, Partners for Peace||Every school district has an adopted Local Control Accountability Plan (LCAP) that determines goals and actions to achieve the objectives identified in the education strategy outcomes.||∙ Help families develop skills and tools they need to identify their needs, connect to useful resources, and achieve self-sufficiency. |
∙ Provide information and connections to services and resources in the community.
∙ Support parents as decision-makers and help build essential skills.
∙ Help parents foster their child's social, emotional, and educational development.
∙ Promote engagement in the community and participation in community activities.
|Expand Outreach to Targeted Parent Populations||First 5 Integrated Service Collaboratives—known in the community as Early Childhood Collaboratives—help connect families to resources by providing child development screenings, parenting information, and services to children prenatal through age 5 and their families. They can also help families with referrals and assist with coordination of services. You can learn more about the Service Collaboratives at https://www.first5monterey.org/services-for-families.htm|
Below are the current collaboratives:
∙ Alisal Healthy Start Family Resource Centers
∙ Castro Plaza Family Resource Center
∙ New Possibilities (Nuevas Posibildades)
∙ Pajaro Saludable/Healthy Pajaro Collaborative
First 5 has also put together a resource full of tips and educational materials for parents with children ages 0 to 5. Click here to learn more
|∙ Engage parents.|
∙ Build community connections to marginalized populations.
|Expand Parent Universities & Peer + Tech Training Programs||∙ Monterey Peninsula College Adult Education Programs: 831-646-4000 |
∙ Hartnell College: 831-755-6700
∙ California States University, Monterey Bay: 831-582-3000
∙ Monterey Adult School: 831-392-3565
∙ Salinas Adult School: 831-796-6900
∙ Pacific Grove Adult Education: 831-646-6580 or email firstname.lastname@example.org
∙ Carmel Adult School: 831-624-1546 ext. 2998
∙ Soledad Adult School: 831-678-6300 or email Virginia Arreola (email@example.com)
∙ Gonzales Adult School: 831-675-0100 or email Ana Mendoza (firstname.lastname@example.org)
∙ NMCUSD Adult Education: 831-633-3343 ext. 1227 or email Maximina Cortez (email@example.com)
|∙ Help prepare adults to participate effectively as citizens, workers, and family members.|
∙ Enhance college preparatory, career technical, language, and workforce preparation courses for adults.
∙ Raise community awareness about existing programs.
|Enhance Support for Undocumented Immigrants||-Monterey CISNE (County Immigrant Services Network of Empowerment) serves immigrant communities by establishing access and trust through a collaborative approach of networking, information sharing, and partnering to serve their multicultural, all-inclusive need. For more information, email CISNE (firstname.lastname@example.org).|
-United Farm Workers Foundation provides critical resources and services—such as credible immigration legal advice—and act as hubs for educational outreach. The “Si Se Puede Network” aligns farm worker-serving organizations and provides a national infrastructure to maximize our collective impact.
-Building Healthy Communities is a community driven initiative whose objective is to transform the environments where East Salinas residents live, work, and play into places that support health and economic well-being.
-Catholic Charities Diocese of Monterey provides assistance and guidance for those who struggle in achieving lawful permanent residency and those who wish to become citizens of our nation.
-Immigration Task Force seeks to educate local immigrant families of their legal rights, and to help protect them when these rights are violated.
-24-Hour Monterey County Rapid Response Hotline: 831-643-5225
-Immigration Directory of Resources: http://www.unitedwaymcca.org/immigration-information
|There are an estimated 69,000 undocumented immigrants residing in Monterey and San Benito counties. Approximately 17,000 DACA recipients live, work, and attend school in these two counties. ||∙ Ensure equitable access to education, employment, healthcare, legal counsel, and other social services.|
∙ Promote self-sufficiency by engaging immigrants as active and informed participants.
∙ Foster inclusive communities in which families feel safe and financially secure.
∙ Protect residents against abuses of human rights.
|Improve Parent/Caregiver Capacity to Nurture Early Childhood Development|
|Expand Access to Programs that Help Parents Build & Nurture Core Social-Behavioral Skills||Throughout Monterey County, many families with young children are asking for ways to understand the unique needs of their child and family. They also are looking for support in accessing parenting information and needed service options.|
|Integrate Pre-Literacy Activities with Existing Programs||Read to Me Project||More than 1 in 3 American children start Kindergarten without the skills they need to learn to read (American Academy of Pediatrics). The more limited a child's experiences with language and literacy the more likely he or she will have difficulty learning to read. Early literacy in ECE programs plays a key role in enabling the kind of early learning experiences that research shows are linked with academic achievement, reduce grade retention, higher graduation rates and enhanced productivity in adult life.|
|Expand Home Visiting Programs to Support & Train Parents||First 5 Monterey County||Home visiting programs for parents and caregivers are beneficial for both the child and the adult. Some of the outcomes include:Improvement in maternal and newborn health|
A reduction in child maltreatment, abuse, and neglect
Improved school readiness and achievement
Reduction of domestic violence
Improved family economic self-sufficiency
Improved emotional skills
|Support Family, Friend and Neighbor (FFN) Caregivers||United Way -City of Gonzales, City of Greenfield, First 5||The most common type of child care for infants and toddlers, and for school-age children before and after school is FFN. Parents often chose FFN Care for the following reasons: Existing trusting relationships with a family member, friend or neighbor FFN Care is often cheaper than daycare facilities|
Shared language and culture
Families raising a child with special needs choose FFN care as the best match for their child
Some families need the greater flexibility of FFN care due to work hours
|Embed Parenting & Child Development Supports in Health and other Public Services||Parents may interact with multiple agencies to receive public services which provides opportunities to reinforce evidence-based parenting practices which in turn can lead to parents implementing improved parenting skills. In areas where a high percentage of the population is receiving public services, it is important to engage in outreach and expand knowledge of educational services in order to support healthy child development and effective parenting.|
|Improve Parent/Caregiver Capacity to Support K-12 Student Success||∙ Josh Warburg, Community Foundation for Monterey County|
|Improve Support to Help Parents & Students Navigate Educational Systems||Student success stems from parent involvement. While parents with little or no higher education value the importance of school, they may experience difficulties supporting their children due to their inexperience or barriers. Improving support to parents and students navigating the school system results in better education outcomes and achievements.|
|Increase Parent Engagement in Learning, Service & Advocacy||Students achieve more when parents are involved and engaged in their learning, service, and advocacy, regardless of socioeconomic status, ethnic/racial background, or the parents' education level. Children from diverse cultural backgrounds tend to do better when parents and professionals collaborate to bridge the gap between the culture at home and the learning institution.|
|Leverage Libraries & Other Community-Based Services to Support Caregiver Engagement & Education||∙ Monterey County Free Libraries - Reading Safari is a mobile outreach program designed to provide library, literacy, book and information services to children 0-5 and their parents and caregivers. Contact Literacy and Volunteer Services Manager Sarah Hoeffel (HoeffelS@co.monterey.ca.us) at 831- 883-7597 for more information.|
∙ Del Mar Caregiver Resource Center offers care planning, counseling and support groups, workshops and trainings, information and referral, legal and financial consultation, and respite care. To learn more about their services, call 831-424-4359.
∙ The Monterey Public Library is the largest public library on the Monterey Peninsula. The Library is a progressive, dynamic organization with a long tradition of innovative programming and a diverse range of community services, including citizenship classes, financial literacy workshops, and other trainings.
|∙ Ensure caregivers are well-equipped with the most accurate and up-to-date information and resources. |
∙ Support caregivers by expanding advocacy, programming, and education initiatives through libraries and other free or affordable community-based services.
|Enhance Service Delivery & Access to Support Families & Youth|
|Improve Parents’ Skills to Manage Stress & Life Challenges||Stress can be overwhelming and make it difficult to cope with everyday life. Improving Parents' skills to manage and cope with stress can have positive impacts on both the parents and the children.|
|Expand Mental Health Services and Support||∙ Dana Edgull, Monterey County Behavioral Health - Mental Health Services Act (MHSA) updates and plans|
∙ Community Hospital of the Monterey Peninsula Behavioral Health Services
- Suicide Prevention Services: 1-877-663-5433
- Inpatient Mental Health Services: 831-625-4775 for more information.
- Outpatient Mental Health Services: 831-625-4600 for more information.
∙ Community Human Services
∙ National Alliance on Mental Illness Monterey County educates the public about mental illness, works to eliminate the stigma of mental illness, and advocate for increased funding for research into the causes and treatment of mental illness.
∙ MCOE Positive Behavioral Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success.
∙ Interim, Inc. provides services and affordable housing supporting members of our community with mental illness in building productive and satisfying lives.
|∙ Provide effective outpatient services including mental health evaluations and assessments, case management, information and referrals, and short-term therapy.|
∙ Reduce stigma associated with mental illness through education, advocacy, service access, and support for families.
∙ Expand funding and resources for mental health initiatives.
|Expand Access to Parent-Child Play Groups|
|Increase Parents’ Awareness and Access to Services||Education professionals initiating conversations with parents and informing them of services available to them. Improve parent's access to services by being aware of and accommodating to cultural differences|
|Improve Screening, Referrals, Care Coordination & Data Sharing to Support Positive Youth Development||families often encounter challenges accessing timely screenings and early intervention services because of a lack of system-level coordination, complex eligibility and referral processes and obstacles to data sharing, among other barriers. Breaking down these barriers is essential in helping families to successfully navigate and access the programs, services and systems that support children and families.|
|Improve Family Stability & Well-Being|
|Increase Protective Factors and Increase Resilience for Parents/Caregivers||Protective factors for youth are factors that exert a positive influence and shield children from risk factors (factors that increase the likelihood of negative outcomes).|
Programs such as Striving To Reduce Youth Violence Everywhere (STRYVE) work towards preventing youth violence. One of the most influencial protrective factors available for children icludes increasing parental resilience by providing tools that help parents manage stress and function well when faced with challenges and stress so that they can better support their child.
|Increase Access To Affordable, Healthy Food||∙ Niaomi Hrepich, Monterey County Health Department, email: email@example.com|
∙ Nutrition and Fitness Collaborative of the Central Coast, http://www.co.monterey.ca.us/government/departments-a-h/health/public-health/nutrition-education-and-obesity-prevention-neop/nutrition-fitness-collaborative-of-the-central-coast
|Populations with higher levels of obesity have been linked to a lack of access to fresh healthy foods. Access to healthy food is not about the amount of grocery stores in a community, it’s if households can afford to purchase healthy foods.||∙ To increase accessibility, we will expand upon existing nutrition and breast feeding support activities and environments that facilitate healthy nutritional options. |
∙ By partnering with schools to increase local produce into menus, develop incentive programs for mobile vendors offering healthy foods, and encouraging EBT acceptance at farmer markets.
|H5: Decrease Substance Abuse +||∙ Sun Street Centers|
∙ Door to Hope
|ES6: Increase Availability of Quality, Transit-Oriented, Affordable Housing in the Region +||∙ Monterey Bay Economic Partnership (MBEP), TAMC|
|ES5: Improve the Knowledge, Skills & Employability of the Local Workforce +||∙ Workforce Development Committee|
|S4: Strengthen Social Ties within Neighborhoods +|
|ED2: Improve the Quality, Affordability & Accessibility of Early Childhood Education & Care||Planning Team for Early Childhood Development Advisory Group: |
∙ Megan Kennedy-Chouane (firstname.lastname@example.org), Bright Beginnings
∙ Shannan Watkins (email@example.com), Child Development Center
∙ Francine Rodd (firstname.lastname@example.org), First 5 Monterey County
∙ Mayra Perez-Diaz (Mayra.PerezDiaz@unitedwaymcca.org) and Josh Madfis (Josh.Madfis@unitedwaymcca.org), United Way Monterey County
ECD Advisory Group
|When families need to use child care, it is important that their children are enrolled in the highest quality care possible. Children who have spent time in high quality child care environments have lasting benefits from the experience. Research indicates that children who receive a high quality early childhood education have better math, language and social skills as they enter school, and as they grow older require less special education, progress further in school, have fewer interactions with the justice system and have higher earnings as adults (Barnett, 1995). Other considerations are how much that childcare costs in relation to family income. Childcare access covers numerous issues, including such considerations as being able to reach the childcare through available transportation options, the proximity of the childcare options to home or work, meeting the eligibility for the available childcare, or being eligible but being on a waiting list. |
|Improve Quality - Workforce||∙ Megan Matteoni, Quality Matters Monterey County|
∙ Esther Rubio, Postive Behaviours Intervention Supports (PBIS)
|Improve Cultural Competency||Early childhood developmental opportunities, can provide a foundation for children’s academic success, health, and general well-being. Nearly half (45 percent) of young children in the US are children of color (CLASP). When applied to education, cultural competence centers on the skills and knowledge to effectively serve students from diverse cultures|
|Improve Knowledge & Skills in Trauma-informed Practices||According to the American Psychological Association, approximately half the children in this country experience some type of trauma during their childhood (APA). Many young children spend much of their day in ECE programs (in 2011, approximately 60 percent of children under age 5 were in child care; preschoolers spend an average of 33 hours per week in care) (census.gov). Children benefit from relationships with ECE professionals who care for them in trauma-sensitive ways. Environments that promote safety and trust, in ECE programs, help young children heal from traumatic experiences by restoring a feeling of control and predictability.|
|Improve Knowledge & Skills in Trauma-informed Practices in Developmentally Appropriate Behaviors||Improving Knowledge and Skills in Developmentally appropriate behaviors is an approach to teaching on how young children develop and learn and in what is known about effective early education. It is designed to promote young children’s optimal learning and development. It involves ECE meeting young children where they are, both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals (NAEYC).|
|Improve Teachers & Leaders Matching Students' Culture||Most child care workers (63 percent) and preschool teachers (78 percent) are White, non-Hispanic. Self-awareness begins at the infant and toddler stages; in fact, children as young as two, start to become aware of differences such as gender, ethnicity, and disability. Research indicates that culturally relevant examples have positive effects on the academic achievement of racially, ethnically, culturally, and linguistically diverse students.|
|Improve Recruitment & Retention of Quailified ECE Professionals & Caregivers||Significant staff shortages are a key challenge in the ECEC teaching workforce, caused by several contributing factors such as: an ageing workforce, a low number of entrants into the sector, and high staff turnover rates and attrition. Early childhood educators are a key element in achieving high-quality ECEC services. Retaining ECE professionals and caregivers can help in developing a secure attachment with teachers and improve children's social, emotional, and language development. For example, a summary of longitudinal studies suggested that high-quality child care resulted in long-term positive outcomes, such as reduced grade retention and special education programs, increased high school graduation, and a higher rate of a college attendance (childresearch.net).|
|Improve Compensation for the Childcare & ECE Workforce||Childcare and ECE workforce with a Bachelor’s degree earn nearly half the average earnings of individuals with a Bachelor’s degree overall. The quality of any early care and learning setting is directly related to the quality of the staff, their education and training and understanding of child development (US Department of Education). Reduced turnover has been correlated with reduced staff turnover rates and at attracting better qualified staff.|
|Improve Quality - Programs|
|Improve the Quality of Facilities & Materials||Safe childcare facilities are important to childhood development because children are more vulnerable to environmental exposures than adults because they breathe more air, eat more food, and drink more water per unit of body weight compared to adults (Berkeley CERCH). The physical environment can either contribute to children's development and support staff and parent goals or create a permanent impediment to the operation of a high-quality program. When the environment supports both children and teachers, it is easier for adults to focus on facilitating each child's play and learning.|
|Increase Pre-Literacy Support in a Variety of Programs||More than 1 in 3 American children start Kindergarten without the skills they need to learn to read (American Academy of Pediatrics). The more limited a child's experiences with language and literacy the more likely he or she will have difficulty learning to read. Early literacy in ECE programs plays a key role in enabling the kind of early learning experiences that research shows are linked with academic achievement, reduce grade retention, higher graduation rates and enhanced productivity in adult life.|
|Improve Early ID & Screening of Developmental Issues||As many as one in four children through the age of five are at risk for developmental delay or disability (CDC). Developmental monitoring observes how a child grows and changes over time, and whether the child is meeting typical developmental milestones. Early identification allows educators to intervene earlier, leading to more effective and cheaper treatment during the preschool years (ECD).|
|Improve Operations of ECE Programs||Many families live in child care “deserts,” and even when programs are available, quality is not well-regulated or supported by local, state, or federal policies, putting it out of reach for most families (Center for American Progress). In the short- to medium-term, children enrolled in high-quality early learning programs are less likely to need special education services during their K-12 years; are less likely to commit juvenile offenses; and more likely to graduate from high school. A high-functioning operating environment is an essential element of a quality early childhood program.|
|Affordability & Accesibility|
|Improve Access to Subsidized Early Childhood Education||The average price of center-based care in the United States accounts for nearly 30 percent of the median family income, and only 10 percent of child care programs are considered high quality. Moderate-income families are typically ineligible for publicly funded programs, but at the same time, such families struggle to afford the high cost of care in the private sector. ECE subsidies encourage human capital investment, that may lead to long-term economic self-sufficiency.|
|Expand Family-Friendly Business Practices and Employee Support||∙ Bright Beginnings||According to a 2014 report by The Council of Economic Advisers (a White House agency), a third of employees – including nearly 50 percent of working parents – have turned down a job because it conflicted with their family responsibilities. Examples of family-friendly business practices include, but are not limited to: flexible working hours, paid family leave, child care assistance, and lactation support|
|Support Parents in Identifying Quality Childcare & Eligibility for Subsidies||High-quality early learning and development programs can make a big difference in the lives of working families and their children. Trying to find quality child care can be frustrating and difficult, so support by professionals and/or financial supports such as subsidies is extremely important.|
|Implement Pre-School for All||∙ Salinas CAT||According to the national institute for early education research, only half of California's 4-year olds are enrolled in public preschool or Head Start.. Either the enrollment costs of preschools are too high, or there aren't enough spots in the subsidized preschool programs for low-income children. Implementing preschool for all is important so that kids receive the quality early education and daycare they need.|
|Increase the # of Subsidized ECE Spaces (Esp. 0-24 months)||Without available high-quality, subsidized childcare options, parents often settle for options that are not as good for the development of their children, which impacts the readiness for school and their life trajectory. Parents who cannot get childcare for their kids may not be able to get training or jobs that would contribute to their becoming self-sufficient. Potential employers may choose not to locate or expand in MoCo if the workforce cannot work due to lack of available, affordable childcare.|
|Embed Parenting & Child Development Supports in All Public Services||Parents may interact with multiple agencies to receive public services which provides opportunities to reinforce evidence-based parenting practices which in turn can lead to parents implementing improved parenting skills. In areas where a high percentage of the population is receiving public services, it is important to engage in outreach and expand knowledge of educational services in order to support healthy child development and effective parenting.|
|Help Parents Overcome Transportation or other ECE Accessibiliby Obstacles||Parent engagement in the school setting is a big part of a child's academic achievement, but barriers such as transportation or accessibility obstacles can make it difficult, or sometimes impossible, for parents. Knowledge of tools and programs available for parents facing these obstacles can be hard to come across, thus highlighting the importance of communication between parents and ECE professionals.|
|Expand Transitional Kindergarten (TK)||A transitional kindergarten is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate. TK/K combination classrooms are becoming a widespread reality in an effort to expand the availability of transitional kindergarten programs.|
|Supporting System Changes|
|Advocate for and Design Policies that Support Early Childhood||∙ First 5 Monterey County|
∙ United Way Monterey County
|Research has shown that children enrolled in early childhood education programs benefit by receiving formal education before kindergarten. According to some studies, children enrolled in these programs are more behaved and have higher IQ scores upon enrolling kindergarten than their peers without formal education. Likewise, it was shown that children enrolled in early childhood education programs learned quicker than children not enrolled in these programs. Policies that support early childhood education in turn contribute to higher graduation rates, children with fewer behavioral problems, lower crime rates, and healthier children and families.|
|Elevate the Importance of Early Childhood Development||∙ First 5 Monterey County, United Way Monterey County||Children’s early experiences – the bonds they form with their parents and their first learning experiences – deeply affect their future physical, cognitive, emotional and social development. Stable, responsive, nurturing relationships and rich learning experiences in the earliest years provide lifelong benefits for learning, behavior and both physical and mental health.|
|Expand the Quality Matters Rating/Ranking Program||∙ Quality Matters||Providing all children and families with quality early learning experiences is beneficial for the students, families, and communities. Rating and ranking programs ensures that children and families are receiving the highest quality programs possible.The ratings/rankings program assess and support early learning programs in the following areas: Health and child development|
Teacher-to-child ratios and group sizes
Age and developmentally appropriate learning activities
Teacher and administrator education and training
|Improve the Integration of the Early Childhood Development System||Integrated early childhood development services include a range of services such as health screening, family supports and early childhood education. These can level the playing field for children at risk, especially those from different socioeconomic backgrounds and poor neighbourhoods. These services were created in order to improve children’s health and overall development; provide support to families; decrease gaps in school readiness; and reduce the negative outcomes associated with living in poor neighbourhoods.|
|ED3: Improve Quality & Accessibility of K-12 Education||∙ Deneen Guss (all areas) and Bright Futures|
|Teacher Shortage||∙ Michelle Slade (all areas)|
|Address the Teacher Shortage||A teacher shortage occurs when there are not enough teachers in key subject areas, which has been partly caused by years of teacher layoffs during the Great Recession, a growing student population and fewer people entering teacher preparation programs, according to the Learning Policy Institute. A lack of teachers leads to classes with higher numbers of students,|
|Expand Teacher Career Paths to Include Mentoring & Master Teacher Roles||It's important for school-aged children to have access to positive role models, and an example of a role model who they spent most of their day with is their teacher. Expanding teacher's reach as master teachers and mentors is beneficial for creating a lasting positive impact on a child's life. A master teacher is one who has mastered the basics of teaching, one who goes above and beyond to ensure a positive learning experience for each student, and one who shares his or her knowledge with the broader learning community. A mentor is someone who has established a trustworthy and impactful relationship with a student. Benefits of mentorships for students include: individualized goal setting, a relationship built on trust, and the development of self-awareness and fostering passion.|
|Attract & Retain Quality Service Workers with Pathways to Home-Ownership Near Great Neighborhoods & Schools|
|Increase Teachers & Leaders Matching Student's Culture||In areas where the racial, cultural, and socio economic status of individuals is so diverse it is important to be culturally competent and ensure that teachers and leaders are matching their student's cultures. Some studies show that there are links between students being taught by teachers of the same race and culture, and greater student achievement.|
|Improve Teacher Capacity to Address the Needs of 21st Century Learners||The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. Four specific skills have been viewed as the most important 21st skills to have,and they are known as the "Four C's" 1.critical thinking, 2.communication, 3.collaboration, and 4.creativity.|
|Expand Professional Development||In education, the term professional development may be used in reference to a wide variety of specialized training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness.|
|Foster Collaboration Among Teachers To Share Best Practices||Collaboration amongst teachers is beneficial not just for teachers, but for students as well. When teachers collaborate and share their best practices it allows them to learn from other educators. This sharing of knowledge results in children getting the highest quality education.|
|Reinforce Messaging to Kids That Reinforce Their Belief in Their Ability to Learn|
|Improve Quality of Educational Facilities||A growing body of research has found that school facilities can have a profound impact on both teacher and student outcomes.With respect to students, school facilities affect health, behavior, engagement, learning, and growth in achievement. Researchers conclude that without adequate, high quality facilities and resources, it is extremely difficult to serve large numbers of children with complex needs.|
|Improve the Use of Technology & On-Line Learning||Technology has profoundly changed education in a positive way. It has expanded access to education due to the fact that textbooks, videos, images, and activities can be found online. Opportunities for communication and learning have also expanded through services such as google docs, video conferences, and youtube. It's important to expand and improve the use of technology and on-line learning to better fit the needs of a diverse community and the 21st century.|
|Improve School Attendance||According to kidsdata.org , 27.8 out of every 100 students in Monterey County were truant from school in 2015. A truant student is one who is missing more than 30 minutes of instruction, without an excuse, three times during the school year. Truancy can be a result of many factors, none of which are ideal- this is why it is important to work towards improving school attendance rates.|
|Improve the School Climate||NCPI (?)||The National School Climate Center defines school climate as the "quality and character of school life" and identifies four major aspects: safety, teaching and learning, relationships, and environment|
|Expand Positive Behavior Interventions and Support (PBIS)||Positive Behavior Interventions and Supports (PBIS) is a set of ideas and tools that schools use to improve the behavior of students. PBIS addresses the needs of at-risk students as well as the multi-leveled needs of all students in regards to behavior, which creates an environment for both teaching and learning to occur in schools.|
|Improve Student Nutrition||school nutrition plays a significant role in bettering the health of students. Student nutrition programs ensure that participating students receive quality and nutritious food at school so that they don't go hungry or without meals.|
|Improve Coherent Instruction & Curriculum Alignment||Coherent instruction is is about coming up with various ideas towards developing lesson plans and activities that can work for a variety of differentiated students (ESL students, gifted, special needs, etc.) Curriculum alignment is the process in which educators evaluate a course or an educational program to address the changing needs of students. This is essential for a student's success due to the fact that it targets their success and makes better use of school resources along with reducing student remediation.|
|Increase Linked Learning||Linked Learning is a successful approach to education based on the idea that students work harder and dream bigger if their education is relevant to them. For Linked Learning students, education is organized around industry-sector themes. Their chosen industry theme is woven into lessons taught by teachers who collaborate across subject areas with input from working professionals. Linked Learning ensures that students are getting the highest quality of education whether they are pursuing a path to college or a path to a career.|
|Increase Science, Technology, Engineering & Math (STEM) Programs||STEM is a curriculum based on the idea of educating students in four specific disciplines- Science, Technology, Engineering and Mathematics. STREAM is a curriculum based on the idea of educating students through Science, Technology, Reading, and Writing, Engineering, Art, and Mathematics. To succeed in this new information-based and highly technological society, students need to develop their capabilities in STEM and STREAM|
|Expand Arts Programs||∙ Berniz House (Arts Council)||Children benefit from arts programs in the following ways: improved motor skills at a young age, language development, advanced decision-making due to critical thinking and problem-solving skills, visual learning, increased inventiveness, cultural awareness and compitence, and improved academic performance,|
|Increase Special Programs for Environmental Ed & Leadership, and Law||Environmental education engages students and raises achievement in science, math, language arts, and social studies. It also prepares them for the growing green workforce.|
|Engage Community Members as Role Models & Guests to Enhance Class Relevance||Engaging community members as role models in the classroom setting can: Improve school-related bahavior, positively impact academic achievement, and reduce school suspension rates. Community role models also fosters a sense of connection because they see people living in their community doing great work and having living succesfull lives.|
|Leadership & Operations|
|Enhance Local Control & Accountability||Local control and accountability is an apportunityl for local educational agencies to set goals, plan actions, and leverage resources to meet those goals to improve student outcomes. This collaboration helps support positive student outcomes that address state and local priorities.|
|Excel at K-12 School & District Operations|
|Expand Parent Leadership||Parent leadership is the capacity for parents to interact within society with purpose and positive outcomes for children. When parents become leaders in their communities, they gain self-confidence using their skills as change-agents within communities, and children benefit when parents participate more in their lives and advocate as decision-makers.|
|ED4: Enhance Support for Academic & Community Success||∙ Josh Warburg (CFMC)||Many studies have shown that family characteristics can significantly affect children's development and school achievement. Some studies show how a variety of community characteristics—including average family poverty level, average education level of adults, family median income, and students' socioeconomic status—affect standardized test scores.|
|Out of School (OST) Program Opportunities||∙ Michelle Slade (OST)|
|Establish an OST Home/Center that Provides Coordinated Care & Programs||An OST home is a home that supports and encourages educational growth, psychological well-being, and social skills outside of school time. |
In California, the Child and Family Team (CFT) process is key to the success of the Continuum of Care Reform efforts and the well-being of children, youth, and families served by public agencies and their partners. It is based on the belief that children, youth, and families have the capacity to resolve their problems if given sufficient support and resources to help them do so.
A Multidisciplinary Team (MDT) is a group of health care workers who work together to provide specific services to a patient in order to provide full-range care.
|Increase Use of School Facilities for Community Services||Using school facilities to provide community based services can have positive impacts on a range of outcomes for children, families and communities. Bringing services together in a single site can generate a cumulative ‘community school effect’, help address child poverty, and solve some of the challenges posed by declining budgets for community services.|
|Improve the Capacity & Competency of OST Professionals & Staff||Out-of-school programs, and the professionals working in them, support multiple aspects of adolescent health and healthy development including: physical health, cognitive development, and socio-emotional health.|
Professionals from these groups are encouraged to take action on multiple roles and responsibilities that promote adolescent health. Improving the capacity and competency of these professionals ensures that
|Improve Data Sharing Strategy for OST Participation & Analysis||Research and experience tell us that coordinated data-sharing between schools and OST partners can improve the quality of OST programs and provide better learning outcomes for the students they serve. Unfortunately, the federal policy that protects the confidentiality of student information, known as FERPA, is often mistakenly seen as a roadblock for OST programs when it comes to data sharing. However, FERPA does allow for the release of student data when it goes towards authorized student-benefitting programs.|
|Increase Opportunities for High-Impact Expanded, Experiential Learning||High-Impact practices are practices that benefit college students through the practice of considerable time and effort, facilitated learning outside of the classroom, meaningful interactions with faculty and students, collaboration with diverse others, and frequent, substantive feedback.|
Expanded Learning refers to before and after school, summer, and intersession learning experiences that develop the academic, social, emotional, and interests of students. Expanded Learning opportunities are hands-on, engaging, student-centered, results-driven, involve community partners, and complement learning activities in the regular school day/year.
Experiential learning helps students to see the connections between the course content and its application in other contexts.
|Expand Check & Connect Dropout Prevention & Early Warning Signs Program||Check & Connect is an intervention used with K-12 students who show warning signs of disengagement with school and who are at risk of dropping out. |
Early warning systems help districts and schools pinpoint student achievement patterns and school climate issues that may contribute to students dropping out of school.
These programs are essential for providing equitable graduation and higher education oportunities for students who exhibit high-risk dropout behaviors.
|Expand Economical and Evidence-Based Programs to Improve Literacy & Math||An educational strategy is an evidence-based teaching strategy used by educators who compile, analyze, and use objective evidence and research to adjust the design of an academic program or guide the modification of instructional techniques.|
|Expand Summer Programs to Reduce Summer Learning Loss||During the summer children experience “summer learning loss” when they are not involved in high quality programs with opportunities for skill building. As a result, young people can forget up to 2 months of academic instruction, particularly in the areas of reading and math when they are not in school.|
|Expand & Enhance Pathways for Technology Skills|
|Leverage LIbraries & Community Services to Support Caregivers|