Positive youth development (PYD) is an approach and philosophy to working with youth. It includes using an intentionally optimistic frame of mind and positive perspective in your daily work. For some, it will include a cultural shift within the program, their practices and policies, as well as the way staff view their work and how they interact with youth on a daily basis. PYD includes intentional efforts to providing programming, opportunities for success, and for youth to increase skills. The focus is on strengths and working with youth in their overall development. This philosophical approach will assist in changing how some staff view youth and their ability to succeed., "August 2015.", Bibliography: page 6., Online resource; title from PDF cover (viewed May 2018)
Traditionally, school officials distribute free and reduced price meal applications to households and make determinations of eligibility of free and reduced-price meals. Provision 2 is an eligibility option for districts that reduces application burdens and simplifies counting and claiming procedures. Provision 2 can be offered for breakfast only, for lunch only or for both school meals., Online resource; title from PDF caption (viewed August 2021)
by Laura Stein Douglas., "This information is intended for the use of school-based teams who are developing an educational assessment plan for students who have vision losses.", Online resource; title from PDF caption (viewed October 2024)
A master plan is produced through a team effort involving school administration, staff, students, community members, and professional consultants with disciplines in education, planning, programming, architecture, engineering, construction, facility management, and facility operations. The master plan research process should utilize information and resources available locally, nationally, and internationally. These guidelines are a minimum outline of a facility master plan.
The Quality Indicators offer guidance to educators and administrators when developing, implementing and evaluating quality programs and services for students with the most significant needs. This guide identifies ten components to consider for effective programs: Inclusive Culture, RtI/Progress Monitoring, Instruction, Positive Behavior Support, Communication, Self Determination, Health and Safety, Transition, and Paraeducators. This guideline is tool designed to assist those who are educating students with significant support needs. Each quality indicator has a list of research/evidence based practices for providing a rich school experience with the goal of improving post school outcomes for all students. Students with significant support needs are highly diverse learners with extensive needs in the areas of cognition and/or learning, communication, movement and social/emotional abilities. The individual may also have concurrent health, sensory, physical and/or behavioral disabilities., "November 2009.", Online resource; title from PDF cover (viewed August 2017)
At the request of the Colorado Department of Education the Center was asked to research and identify effective quality standards for services provided to children and youth who are deaf and hard of hearing., Title from cover., "June 2006.", Includes bibliographical references., Mode of access: World Wide Web.
With input from facilities' special education directors and teachers, as well as school district out-of-district placement coordinators, the Quality Standards have been revised to reflect the most recent changes in the law (IDEA, No Child Left Behind) and highlight best practices. Furthermore, every effort has been made to make each individual quality standard concrete and discrete, as well as to eliminate redundancy., "March 2008.", "QS 03/17/08."--Footer., Description based on online resource; title from PDF cover (viewed April 2014)
text file, 2003/04-2006/07., Data based on school year., Prepared for Colorado Department of Education by National Center for School Engagement., Caption title.
