Case Study: Lucia Should Be Attending An Afterschool Program: After School

The client was referred to the DUI-II Phase II Aftercare program by his Probation Officer, Sasha Becker, and Gary Matthews, Case Manager of the DUI Phase I program, following successful completion of Phase I.

It would be most important to address her needs to focus on finding stable housing, attending the food bank or applying for public assistance (medicate and SNAP benefits) and completing her substance abuse out-patient program and remain drug free. Additionally, in working with Rosa it would be good to use systems theory may help to help set up the appropriate services for Rosa.

Families' reliance on childcare has risen significantly over the past 30 years. In 1993, 9.9 million children under age 5, needed care while their mothers worked (Bureau of the Census, 1995). More than two-thirds of all infants receive nonparental child care during their first year of life, with most enrolled for about 30 hours each week (National Institute of Child Health and Human Development, 1995).

After receiving her MSW, Holly began working as a medical social worker at Yale New Haven Hospital in the emergency department. She did this for 13 years until she was offered a job as a school social worker at the Educational Center for the Arts in Hamden, Connecticut. She currently works there part time while running her own private practice. Having her own private practice has always been a professional aspiration of hers. A typical day in her position involves meeting with special needs children ages 14 through 20 months and their families. These children have physical and

The participants selected for this study will consist of both male and females 18 years or older. Specific ethic background is not a criterion in participant selection, therefore will not play a role in participant recruitment. Only individuals who have worked in or with the informal class reassignment program at Carmack Elementary will be selected to participate in this study. Carmack Elementary is a public elementary school, which is part of the San Bernardino City Unified School District. The San Bernardino City Unified School District is identified as a large public school district and is located within Southern California. Participants selected for this study will consist of special education teachers and special education school personnel.

If you’re looking for a way to demolish the school grading system you should call a student by the name of Anna K. Mope of Sacramento, C.A. I think she’s found it.

Rancho Minerva Middle School (RMMS) is located in the rural area within the Vista Unified School District (VUSD). A major issue occurring at RMMS is corresponding to sixth to eighth grade male students being recipients of ineffective punishments as a result of their disruptive behavior. Students’ disruptive behavior refers to those who engage in altercations, disrupt teachers during instruction time, and become involved in substance use. The ramifications for students with disruptive behaviors are followed by disciplinary approaches such as expulsions, suspensions, Saturday school, and after school detention. Such approach has resulted in students achieving lower academics which can also increase the chances of engaging in risky behavior outside the school. According to RMMS School Accountability Report Card (SARC), in the 2014-2015 school year, RMMS reported 10.4% suspensions which demonstrated to be higher than the previous years. Additional factors that have had an effect on suspension rates are the limited in house services provided to this particular population at RMMS. Though RMMS does not have an appointed mental health provider or personnel to assist with mental health support on site, students are granted the opportunity to be referred to outside providers/therapist for counseling services. However, this has been a major limitation for our

As can be seen with this descriptive framework of Kelsey Middle School, communication is the key component to the functionality of its existence. All employees of Kelsey Middle School and administration utilize all methods of communication accessible to them, telephone, e-mail, written mail, and face-to-face to ensure they can provide a safe and appropriate education for all students. These communications are with one another to make sure teachers and staff are on the same page when it comes to the students and achievements. They also communicate with families to help keep them active in their child's educational path. Communication is also delivered to the community and other stakeholders of the school and district to keep them up-to-date

MSTT met with Reynaldo to continue to examine he's issues and concerns regarding MSTT services. To also examine what areas he would like to work on and improve. Reynaldo is 17 years old turning 18 within a few months, and is really struggling in school. MSTT spoke with Reynaldo about his plans for the future, and where does he see himself in two years. Reynaldo express is willingness to attend college he just does not know what he wants to study once he's there. MSTT address with Reynaldo the importance of keeping his goal of attending college and use it as a motivitor to help him get through high school. Right now Reynaldo has to take 11th and 12th grade classes in order to graduate on time. MSTT will continue to monitor Reynaldo academic

According to Lithonia Middle School, the district spending per student is increasing significantly each year, due to the amount of programs each student needs in order to succeed. The chart below shows the increase on the amount of funds being spent on a child per year:

Christina is a 14 year old, eighth grade student and she has only broken one bone in her body, her ankle. She loves to play tennis and dance. In addition, she loves all the subjects taught at school specifically language arts and social studies. Christina will be attending Colts Neck High school in the fall of 2016.

This is a major and dangerous problem. Taking into consideration Lucia’s parents economic and citizenship status, Lucia’s family can qualify for suitable affordable housing that is handicap accessible. There are laws in place that help ensure that individuals with disabilities are not denied an apartment or access to one of the basic needs a person with disabilities require ("Finding Apartments for Disabled Apartment Hunters", 2009). Although the term retarded is no longer used, the Association for the Help of Retarded Children (AHRC) of New York City serves over 11,000 children and adults with developmental disabilities each day. They also have many programs and activities, which provide assistance with personal centered planning, community residences, non-certified housing alternatives and on-going supports for people living in the homes of their choice ("NYC Mayor's Office for People with Disabilities", 2017). The AHRC program can help Lucia’s family find an apartment that is handicap accessible. An alternative option would be to have her home adjusted to foster her needs, such as moving to the first floor or having a stair elevator

I strongly disagree with the decision of my school board, Dickenson County School Board, for making the decision to extend the school day an hour and a half. I believe that this decision will not help the students or staff who are affected by this decision. Extending the school day is a horrible decision because we go to school long enough as it is, also students and staff cannot do the activities after school that they enjoy. Lastly, addition to more time at school will cause students to stress more than they already do. I believe the school board should listen to the people who will be affected by this decision before a massive mistake is made.

Vance Middle School was built in 1959, and we think that we need to design a new Vance Middle School. Our school would be totally different, the school itself would be bigger and better, more nice and clean, and even have higher technology. We all would treat our school with respect and keep the school clean.

This past year, Mountain Home Junior High reinvented their after-school program. Throughout the year, several students in the program dropped out, and by the end of the school year, only ten students were being served. The ineffectiveness of the program, in my opinion, was due to a weak initiation phase before the program was implemented. A small committee was formed to write a grant from the program, set the program goals. There were no teachers, teacher leaders, or counselors on the committee and no input from community members or parents were considered. The curriculum for the program centered only on addressing benchmark scores of basic and below basic students and did not meet any other needs or the students. As a counselor, I heard complaints from parents throughout the year that their children would benefit more from having homework help and extended instruction. Teachers felt as if they were already using instruction time during the regular school day to prepare students for the last year’s PARCC and now the ACT Aspire exams.