Education

“No one educates anyone, and nobody is self educated; all of us learn from each other, mediated by the world we live in.”   Paulo Freire

 

Community Health Worker (CHW) Certification and Training: A National Survey of Regionally and State-Based Programs http://www.ruralhealthresearch.org/publications/303 ( 79 pgs  2005)

Link View document
Date 05/2005
Description Reports the results of a qualitative study of states provides a national overview of state policy and state involvement in the standardized training and certification of Community Health Workers.
Centers Southwest Rural Health Research Center
Authors Marlynn L. May, Bita Kash, Ricardo Contreras
Topics Workforce
Related Content
Project Community Health Worker Certification Process in Texas: Implications for Practice and Policy, view details
Centers Southwest Rural Health Research Center, view details
Researchers Marlynn L. May, view details

Local Control and Accountability Plan (LCAP)  

Important new ways for parents to engage in decision making.  (Start your career as a community activist for education issues)

What is the Local Control and Accountability Plan (LCAP)? The LCAP is a critical part of the new Local Control Funding Formula (LCFF). Each school district must engage parents, educators, employees and the community to establish these plans.  The plans will describe the school district’s overall vision for students, annual goals and specific actions the district will take to achieve the vision and goals. The LCAPs must focus on eight areas identified as state priorities. The plans will also demonstrate how the district’s budget will help achieve the goals, and assess each year how well the strategies in the plan were able to improve outcomes.

What are the eight state priority areas that must be addressed in the plans? There are eight areas for which school districts, with parent and community input, must establish goals and
actions. This must be done both district-wide and for each school.

The areas are:

  1. Providing all students access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities.
  2. Implementation of California’s academic standards, including the Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history social science, visual and performing arts, health education and physical education standards.
  3. Parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.
  4. Improving student achievement and outcomes along multiple measures, including test scores, English proficiency and college and career preparedness.
  5. Supporting student engagement, including whether students attend school or are chronically absent.
  6. Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.
  7. Ensuring all students have access to classes that prepare them for college and careers, regardless of what school they attend or where they live.
  8. Measuring other important student outcomes related to required areas of study, including physical education and the arts.

In addition to these eight areas, a district may also identify and incorporate in its plan goals related to its own local priorities.


Parent Services Project (PSP) is a national nonprofit organization dedicated to integrating family support and leadership into early childhood programs and schools through training, technical assistance and education. PSP’s services are provided in a wide range of cultures and settings including child care centers, family child care homes, Head Start, schools, and community-based agencies. For more information, visit http://www.parentservices.org.

Parent Services Project has published four curricula:

• Vision and Voice
• Stronger Together
• Making Room in the Circle
• Leaders for Change: Protective Factors in Action

Leaders for Change: Protective Factors in Action Exploring opportunities, Inspiring others, Building Community

Leaders for Change is a leadership training program designed for family leaders like YOU!  It will help you identify and build on your leadership strengths and equip you to take on new leadership roles in the systems serving children and families.  

Our approach starts with the belief that we are all leaders and can create even more change when connected with one another.  As part of this program, you will experience a community program that is FREE and a GREAT opportunity for you to participate in activities that focus on respecting who you are, developing your voice and leadership style, building positive relationships, and practicing communication and advocacy skills.

What you will learn:

  1. Information about the Five Protective Factors, five things that have been shown to strengthening families.
  2. New leadership, communication and advocacy skills to create change in systems serving families.

Leaders for Change is a 20-hour training broken into three different training modules. These modules include a focus on leadership of self, family, community, and systems.

Contact: Gina Guillemette, Director of Programs & Evaluation at 415-454-1870 XT 114  William Enriquez, Family Leadership Specialist – wenriquez@parentservices.org