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These Center initiatives promote school success by creating, enhancing, or evaluating partnerships schools may have with parents and various community service providers. Dr. Chris Payne is involved with the following initiatives
Ready Together
Commissioned by the Cemala Foundation and the Joseph M. Bryan Foundation, this project provides a community assessment of parenting intervention/education programs and child care services in Guilford County. As well, it provides a set of final recommendations and tools to be used by program providers, related health and education providers and funders to improve services and to seek and allocate limited resources most effectively.
Ready for School, Ready for Life
School Readiness Collaborative
The School Readiness Collaborative (SRC) has brought together schools and agencies serving at-risk preschoolers, higher education faculty and researchers, and community supporters for early education to ensure the readiness of children who are vulnerable to school failure. Funding for the SRC ’s work has been provided by the Weaver Foundation, the Z. Smith Reynolds Foundation, and the Administration for Children and Families Office of Head Start.
STEP: Supporting Transformation through Evidence-based Practice
The STEP program is a model delivery system, developed by Dr. Payne, for providing evaluation, professional development, training and technical assistance to schools, early education programs, and community agencies to enhance evidence-based practice. We have developed STEP programs for pre-k and Head Start programs to improve classroom quality, teacher-child interactions, mentoring, and reflective supervision. Three STEP initiatives are currently funded.
In STEP
Innovations in Promoting Responsive Relationships in Head Start: Supporting Transformation through Evidence-based Practice (In STEP).This is a three year project funded by the Office of Head Start through the Administration for Children and Families. The purpose of this project is to test, through a randomized intervention, the effectiveness and implementation of an innovative model of professional development utilizing the CLASS and an enhanced delivery system comprised of mentoring, effective use of technology, and culturally responsive learning materials.
QE STEP
Quality Enhancement: Supporting Teachers through Evidence-based Practice
The proposed QE STEP 3 model blends strong evidence-based practice (the CLASS) with an enhanced delivery system. Expected results will include improved classroom quality and teacher behavior, increased knowledge and use of culturally responsive practices, and more positive child outcomes. As well, the findings will provide valuable implementation information that may be used to replicate this model in other Head Start and Pre-Kindergarten programs as they adapt to meet the needs of an increasingly diverse population of children and families.
STEP UP
Supporting Transformation through Evidence-based Practice: Understanding the Personal, the Professional, and the Practical (STEP UP). The STEP UP Leadership Development Certificate for Administrators involves a week-long summer institute, a year long course and technical assistance based on five leadership principles.
Bringing out the Best
The purpose of Bringing Out the Best is to build the capacity of childcare providers, families, and professionals to support the social/emotional development of children ages birth to five. The activity (1) provides training for child care providers; (2) identifies children experiencing difficulties in social/emotional development by receiving community referrals through an intake and consultation process; and (3) builds the capacity of families and providers to support children's development through parent-child interaction therapy, groups, in-home consultation, psychiatric consultation, classroom management strategies, and on-site consultation and intervention.
Family and School Partnerships
These initiatives seek to create effective prevention and intervention efforts to empower families and school personnel to work in collaborative partnerships to support children’s early learning and school success. In particular these initiatives will work to reduce barriers to school involvement faced by parents from disadvantaged and culturally diverse backgrounds. As well, they will address challenges faced by schools as they seek effective and meaningful ways to move parents from limited involvement to successful partnerships and participation.
Publications/Products
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