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Yu, Rondy; Haddock, Aaron; Womack, Tyler – Contemporary School Psychology, 2022
Traditional school models and policy frameworks have often neglected the outside-of-school factors that can impact students' academic achievement and well-being at school. However, a number of schools in the USA have been or are beginning to integrate community-based support services to address students' varied needs. School-based wraparound is an…
Descriptors: Integrated Services, Community Programs, Student Needs, Coordination
John W. Gardner Center for Youth and Their Communities, 2015
This brief is part of a series that shares findings from a research collaboration between the John W. Gardner Center for Youth and Their Communities at Stanford University and Oakland Unified School District (OUSD) focused on understanding implementation of the community school model in the district. This brief highlights findings related to…
Descriptors: Community Schools, School Districts, Instructional Leadership, Leadership Styles
John W. Gardner Center for Youth and Their Communities, 2015
This brief is part of a series that shares findings from a research collaboration between the John W. Gardner Center for Youth and Their Communities at Stanford University and Oakland Unified School District (OUSD) focused on understanding implementation of the community school model in the district. This brief highlights findings related to…
Descriptors: Community Schools, School Districts, Integrated Services, Models
Fehrer, Kendra; Leos-Urbel, Jacob – John W. Gardner Center for Youth and Their Communities, 2015
In 2010, Oakland Unified School District (OUSD) launched an initiative to transform all district schools into full service community schools. The community school design provides integrated supports to students and fosters a school climate conducive to academic, social, and emotional learning. Interventions span in-school and out-of-school time,…
Descriptors: Community Schools, School Districts, Educational Change, Educational Policy
Guthrie, Larry F. – School Administrator, 1996
A major reason for scaling up school-community collaborations is to provide greater equity across community lines and offer similarly coordinated services to all children and families. Capacity must be built through eliciting commitment from key constituents. Expanding school-linked services is as complex as major educational reforms, since it…
Descriptors: Agency Cooperation, Coordination, Elementary Secondary Education, Integrated Services
Fenwick, Tara J. – 1996
A consortium is the most advanced form of collaboration, in which two or more institutions create a new mechanism to undertake "programs and projects of mutual interest" (Konrad and Small 1989, p. 200). This paper describes three distance-education consortia that were developed among Alberta, Canada, school districts. It describes the…
Descriptors: Consortia, Cooperative Planning, Cooperative Programs, Coordination
Her Majesty's Inspectorate of Education, 2007
The Additional Support for Learning Act is a key piece of legislation in Scotland's efforts to achieve a more inclusive society and to give all young people access to the learning opportunities they need in order to meet their potential. The Act also has a key role to play in the day-to-day preventative action that schools can take to be inclusive…
Descriptors: Foreign Countries, Educational Legislation, Inclusion, Special Needs Students
Hurth, Joicey – 1998
Under the Early Intervention Program for Infants and Toddlers with Disabilities (Part C) of the Individuals with Disabilities Education Act (IDEA), service coordination is defined as "the activities carried out by a service coordinator to assist and enable a child eligible under this part and the child's family to receive the rights,…
Descriptors: Agency Cooperation, Cooperative Programs, Coordination, Delivery Systems
Her Majesty's Inspectorate of Education, 2007
The Additional Support for Learning Act is a key piece of legislation in Scotland's efforts to achieve a more inclusive society and to give all young people the access to the learning opportunities they need in order to meet their potential. The Act also has a key role to play in the day-to-day preventative action that schools can take to be…
Descriptors: Foreign Countries, Educational Legislation, Program Implementation, Inclusion
Department of Education, Washington, DC. – 1996
Noting evidence that many American children and youth are at risk, this report suggests ways to build effective communities through effective partnerships and services that are coordinated across systems and aligned across levels of government. The report discusses the efforts of the Working Group formed to consider how federal, state, and local…
Descriptors: Agency Cooperation, At Risk Persons, Child Development, Community Development
Sharp, Mark, Ed.; Villines-Hackney, Amber, Ed.; Rush, Dathan, Ed.; Shelden, M'Lisa, Ed.; Hansen, Laura, Ed. – 2001
This guide was developed to support families, the SoonerStart Early Intervention Program, schools, and community programs in meeting the federal and state requirements under the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 for transition of children at age three. It provides guiding principles, recommended practices, and…
Descriptors: Agency Cooperation, At Risk Persons, Coordination, Delivery Systems
Ringers, Joseph, Jr.; Decker, Larry E. – 1995
This publication brings together ideas, techniques, and designs that have been encountered by designers of school community centers. It is intended as a guide to creating a school community center that will meet the needs of a particular community and help make it a more vibrant, healthy, desirable place in which to live. Part I (encompassing…
Descriptors: Agency Cooperation, Change Strategies, Community Centers, Community Coordination
Benz, Michael R.; Lindstrom, Lauren E. – 1997
Designed for practitioners, this book provides ideas and strategies for designing, developing, and implementing the Youth Transition Program (YTP) for students with disabilities and special needs in Oregon. Chapter 1 describes the following: background and need for collaborative school-to-work (STW) programs; STW program purposes and components,…
Descriptors: Agency Cooperation, Career Choice, Career Education, Cooperative Planning
1999
The Vermont Interagency Coordinating Council for Families, Infants and Toddlers (VICC) was established by federal law to advise the Vermont Department of Education and the Agency of Human Services on the statewide system of early intervention services for families of children with special needs, ages birth to three. In Vermont, the early…
Descriptors: Agency Cooperation, At Risk Persons, Coordination, Delivery Systems
Lusky, Richard A.; And Others – 1995
This learning module is one of three training modules that were developed for members of the Texas Gerontological Consortium for Continuing Education to use in preparing case managers working in human service professions coordinating community-based programs for frail elderly Texans. Module III deals with the following topics: implementation (case…
Descriptors: Adult Education, Behavioral Objectives, Caseworker Approach, Caseworkers
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