Active Involvement
The participant needs to be actively involved in the process. The participant must have control and the ability to make his or her own choices. The participant decides if they have the capacity to do the behavioral change.
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MEP includes a state-level Parent Advisory Committee (PAC)
The PAC plays a critical role in the effectiveness of the MEP. The PAC is made up of one representative from each program. A chair and a secretary are elected every year in the spring and serve for one year. Although MEP staff or community members can be part of the state PAC, only parents that participate can vote on issues. The PAC serves in an advisory capacity to the Director of Migrant Education. The PAC meets a minimum of three times a year and the PAC's advice assists the Director in making decisions to improve the program. Meetings for the PAC provide information as well as professional development. The meetings are held at various sites throughout the state in order to accommodate all of the six programs. |
Each Cooking Matters Signature Courses teach kids and parents important lessons about self-sufficiency in the kitchen.-- Our Program: Our Signature Courses |
From Our Impact
"When families practice what they’ve learned during the six-week course—how to plan, purchase, and prepare healthy, tasty, and affordable foods at home—they are winning the fight against childhood hunger and protecting themselves from the destructive consequences of poor child nutrition." From Our Program: Our Signature Courses "Participants practice fundamental lessons including knife skills, reading ingredient labels, cutting up a whole chicken, and making a healthy meal for a family of four on a $10 budget. Adults and teens take home a bag of groceries after each class so they can practice the recipes taught that day." |
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Cool Culture provides families with:
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From Dental Aid's Oral Health Education
Individual Patient Education All Dental Aid patients receive individualized oral health education during each visit. Patients (and when the patient is a child, their parents) receive information on the benefits of brushing, flossing, fluoride, good nutrition, and regular dental visits. Patients and parents are also asked to commit to positive oral health behavior changes for themselves and their children. The result is an increase in awareness of good oral health care, not only for the patient, but for the entire family. With Cavity Free at Three’s Self Management Goals (in both English and Spanish), the caregiver chooses only 1 or 2 of the 9 goals that they indicated when, how often and the likelihood of accomplishing. The staff works individually with the caregiver to fill out this goal sheet and follows up on it at subsequent visits. No one can remember 9 goals. Focus on only 1 or 2 goals at a time and have the participant choose which 1 or 2. 
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From Program Approach
Strengths-based: an emphasis on client’s unique strengths and development of a positive vision and plan for their lives and the lives of their children |
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ACPL's model is based on family strengths:
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From Performance Summaries
Family engagement After participating in our program, caregivers--
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From Reach Out and Read: The Evidence
"In a multicenter study, families exposed to Reach Out and Read were more likely to report reading aloud at bedtime, to read aloud three or more days per week, mention reading aloud as a favorite parenting activity, and own 10 or more children’s books." (Needleman et al, 2005) "In a study using direct observation of children’s homes, parents were more likely to read aloud to their children and enjoy reading together when their families had more encounters with the Reach Out and Read program." (Weitzman et al, 2004) "English and non-English speaking families who participated in the Reach Out and Read model increased their weekly bedtime reading, and more parents reported reading as their own or their child’s favorite activity. For non-English speaking families the number of children’s books in the home also increased as a result of the Reach Out and Read model." (Silverstein et al, 2002) |
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From Tips & Resources
RRRC offers free presentations on "Nurturing Early Literacy in Infants and Toddlers" to early care and learning professionals to help them discover what young children need to know before they learn to read. The presentation includes simple, practical ways professionals can encourage the development of pre-reading skills in infants and toddlers. |
