The Promise Partnership Case Study

Community health identifies common needs in the community and provides solutions for modifying behaviors for community members. According to Stanhope and Lancaster (2008, p. 347) the term community health is “the meeting of collective needs by identifying problems and managing behaviors within the community itself and between the community and the larger society.” According to Stanhope and Lancaster (2008) community health involves biological, emotional, and social aspects. The biological aspects are measured in terms of “ morbidity and mortality rates, life expectancy indexes, and risk factor profiles” (Stanhope & Lancaster, 3008, p. 345). Emotional aspects are measured in terms of mental health, while crime rates and levels of function define the social aspects (Stanhope & Lancaster, 2008). Community structure is defined in terms of services and resources available to the members,

A comprehensive and well-designed community focus group provides a better understanding of local attitudes regarding public health issues and challenges (Clark et al., 2003). I would implement my focus group

The SJ MAPP Core Team planned for the upcoming MAPP Steering Committee Meeting where health needs will be prioritized from the CHNA data. These will be used for the Community Health Improvement Plan. In preparation for this meeting, I reviewed the preliminary CHNA data. This data included results from focus groups, key informant interviews, and surveys. Health leaders from a variety of organizations selected the preliminary indicators that will be prioritized by the MAPP Steering Committee. I participated in establishing the criteria and scoring method to select the county’s top health needs. They will be evaluated by severity, disparities, prevention, resources, and impact. The logistics, invitation list, and agenda for were finalized for the upcoming planning meeting.

Reading Recovery is a highly effective short-term intervention of one-to one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and used as a supplement to good classroom teaching” (Cox, 254).

This critique is on the evaluation program of Freedom School Partners Children’s Defense Fund Freedom Schools. This evaluation report was composed in October of 2013 by Dr. D. Bruce Taylor, Dr. Sandraluz Lara-Cinisomo, and Dr. Crystal Glover members of The Center for Adolescent Literacies at UNC Charlotte, North Carolina. This is the fifth evaluation of The Freedom School Partners Children’s Defense Fund Freedom Schools. The main purpose of this evaluation is to analyze the outcome of this summer program on a student’s reading accomplishments while attending a Freedom School Partners in Charlotte. Ten of the nineteen Freedom Schools were chosen for evaluation.

Over the years, she has persistently worked with teachers and children in grades K-4 to increase the school’s reading scores. She readily tries new teaching strategies, which led to the implementation of guided reading in our school. Gale assisted in the training and execution of this research-based practice with overall success and approval by our entire faculty. She continues to conduct workshops and when asked, enters a classroom to offer suggestions and training for those teachers in need of extra assistance. Gale is swift, structured, and reliable which makes her someone teachers go to when they have questions, need assistance; and when they are new to the school and require further understanding and

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

The Alabama Reading Initiative is a federal statewide program in Alabama. This program involves a statewide movement that aims at ultimately achieving grade-level reading for all Alabama’s public school students. This program is completely voluntary, and schools are selected from a pool of applicants who must agree to seven commitments to enter the program. These commitments include the following: must set a one-hundred percent literacy goal, achieve commitment of eighty-five percent of the faculty, attend a ten day training program, principal must be the site leader, each school must adjust their instruction to the program accordingly, each school must model research-based reading instruction for other schools, and be evaluated by an outside

Multnomah County had a survey done for kindergarten teachers. The results suggested that 19.4% of their students were not headed toward literacy success, due to a lack of necessary language and pre-reading skills. There is a 90% probability of a child that is a poor reader in first grade, still being a poor reader three years later, in fourth grade (http://www.co.marion.or.us). As Early Childhood Educators, we must help our students.

The Promise by C. Wright Mills addresses sociological imagination and modern-day men feeling that the privacy of their lives are continuous traps. Men struggle with the ability to cope with personal conflicts given that they lack the understanding of the connections between their own lives, society, and history. There is also an element of self-consciousness that stems from the feeling of being an outsider which is intertwined with the desire for men to grasp what is going on based on sociological imagination. Donna Gains wrote Teenage Wasteland which is focused on the suicide of four friends in a suburban town called Bergenfield. The four bodies were found in one of the teenager’s cars and the conclusion was drawn that they had died of carbon

This is a very important component in education to be aware of and when you are a teacher. I interviewed a first-grade teacher at my local elementary school to gain more information about the processes that our local schools go through for professional training, interventions, and in the classroom to ensure that students are developing their abilities in reading. My main focus was on what our school’s process was, how support is given, professional training offered, and what more is needed to be done to increase success for students.

At the Reading Partners organization has visualize that all children have the right gain of reading skills necessary to reach their potential needs. In addition, the mission is to help children constant reading skill by providing individuals with need help with. Everyone has different strengths and weaknesses,

Author note: This paper was prepared for the American Federation of Teachers by Louisa C. Moats, project director, Washington D.C. site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, and clinical associate professor of pediatrics, University of Texas, Houston, Health Sciences Center. Her work is supported in part by grant HD30995, “Early Interventions for Children with Reading Problems,”

Constructive early language and literacy development can be an ally to opening a child’s (ren) imagination; this will enhance and empower their potential to become successful readers. As the children grow (birth to 3 yrs. old) their brain goes through an extradinary developmental process and they begin to think, learn, communicate and rationalize things. When this early developmental stage is not being nourished the child will feel the affects of it in the long run. Children that come from low-income families that are enrolled in schools are affected the most. Educators and parents can assist these children by giving them the support (early-on) that they need to sustain a healthy learning environment. As educators it is our duty to create an environment that will help in this process.

Of the 27 programs evaluated, six showed strong indication of effectiveness and five had moderate evidence of effectiveness. The results for these programs were on language, literacy and/or phonological awareness. For some of the studies the significant effects were seen at the end of preschool (Direct Instruction, Interactive Book Reading), and for others at the end of kindergarten (Curiosity Corner, ELLM, Ready Set Leap!) (Johns Hopkins University, 35). It is programs that actually show results that improve academic and cognitive strength. That is why it is important to support and fund programs like these.