Cclc Grant Case Study

According to the Afterschool Alliance, research reveals that after school programs should employ resources that implement strategies and activities designed to enhance academic achievement, actively engage participants, and expose participants to enrichment activities. Therefore, the YouthWorks ML2 Program provides strategies, resources, and activities via coordination, physical resources (community center, materials, supplies, etc.), technological resources (computers, internet, printers, etc.), mentoring services, partnerships, pre-and posttest assessments (SC PASS, SC-Alt., county exams, etc.), tutoring, summer camps (ML2 Computer Exploration, ML2 Coding & Game Design, ML2 Robotics, etc.),

CCIB Intake LPA McGaskey received a call from resident Todd Sabin who engaged in a conversation with caregiver Martha (last name unknown). According to Todd the caregiver contacted Todd's social worker Javier Serna (626) 471-6402) and left a message on his phone stating Todd threatened to kill her and that she is afraid of him. Todd's social worker discussed the telephone message. The social worker reported he spoke with Martha and asked why didn't contact the police department if she was afraid for her life. According to the social worker Martha had no response to the question. Todd stated Martha informed the social worker he does not sleep at night and wanders through the facility. Subsequently she informed the cook to do whatever Todd wanted

As an intern at the Juvenile Services Department, I have a caseload of youth that are participating in the program, I am responsible for conducting intake assessments with the child and the

19. Utilization and Payment of Grant Funds: Funds awarded are to be expended only for purposes and activities

UCCC is a respectable healthcare facility providing the local community accessible, affordable, quality healthcare. In order to improve UCCC’s image and market share, the following strategies are recommended for the future of the practice.

Case management services were provided through a phone call in the office. WYP (Wraparound Youth Partner) Andy Ngo checked in with the youth. The youth is doing well. The youth is continuing to seek permission with his parents to transfer school. The youth is doing his community service hours for school. The youth is in the track team. The youth is keeping busy with basketball, track, and cooking. The youth is grateful for the tour of CSUF (California State University of Fullerton). WYP Ngo informed the youth they can tour other campuses for a one on one meeting. The youth agreed and would appreciate it. The next one on one meeting is on March 28th, 2016.

To evaluate feasibility of CQI, the researchers measured how well the programs were able to complete each step of the PDSA cycle. Following the Plan-Do-Study-Act of the PDSA cycle, there were 19 planned CQI actions, 14 (74 percent) were implemented (DO Phase), 13 (68 percent) were assessed (STUDY phase) in some manner and 12 (63 percent) reached the ACT phase, meaning that an official decision was made to modify, continue, or discontinue CQI actions. Eleven of those 12 were continued and one was discontinued (improving staff competency). Two‐thirds of the participants in the study progressed through the entire PDSA cycle. This progression does not translate to program impact but it is necessary for impact to occur. Program staff were generally positive about using CQI and stated that going through the CQI process helped with staff organization

Both P.S. 13 and the PAL staff at 13 have the shared vision of a collaborative learning process, wherein parents, students and staff have a voice and maintain a responsibility in molding and adherence to high expectations resulting in the social and academic growth of every student. To do this the Center Director and Principal meet every Tuesday to discuss clear expectation and program development and continue to throughout the week via e-mails and one- on- one discussions. We have come up with a form of Professional Development that helps set clear expectations for staff in regards to program, behavior management and specific academic skills like Homework Help. Our staff assist teachers during the school year in the classroom, also allowing

While in the past, we have incorporated mentors and coaching through the use of our prior Youth Navigators, we realized our alumni were in need of more support and training. This fiscal year we are implementing a structured two day training workshop that will be facilitated by our previous youth navigators and include their reflections. We are also including ongoing staff development trainings and mentor check-ins to support our student's ongoing professional

Case management services were provided through a one on one meeting while in the community in the Fountain Valley location. Present at the meeting were WYP (Wraparound Youth Partner) Andy Ngo and the youth. WYP Ngo coordinated the youth to list some strength. The youth is motivated, caring, and happy. WYP Ngo smiled and nodded as the youth listed his strengths. WYP Ngo discussed with the youth about the youth’s grade and community service hours. The youth grade is improving and the youth has completed all his community service hours. WYP Ngo congratulated the youth for being outstanding in the completion of his community service hours. The youth is feeling more like a kid again. The youth is maintaining a prosocial activity by working on the

Imagine living in a lavish home, made to your liking, with a maid to serve your every need, and a beautiful family to show off. For most, the American dream is built on the foundation of wealth, success, and family. Many programs have been crafted to ensure the American dream for everyone, but the Georgia state government system does not provide efficient programs to provide continuous programs that assist students in their educational careers. The renown Georgia Lottery Corporation (GLC) is an example of this.

The Director of Field Experiences and Partnerships routinely communicates and provides an electronic link to the unit’s Student Teacher Handbook and Field Experiences Handbook and TK20, as well as provided a pamphlet of instructions to cooperating teachers. Some advanced programs, in interviews indicated that they had additional handbooks or toolkits to help guide their cooperating teachers and site supervisors and that they provided one-on-one, small group, or whole group training on their expectations and program assessments and procedures. In an onsite meeting, university supervisors indicated that they are required to make an introductory visit to the field and practicum experience site within the first week of placement. They also indicated that they take this time to discuss expectations, assessments, handbook(s), and TK20.

The CGCL is a proliferative process non-neoplastic with variable image. Occurrence of 60% of the cases before 30 years. Has variable clinical behavior, from asymptomatic slow growing to painful and aggressive with cortical bone perforation. The variability in the clinical presentation associated with injury in young adults, as in this case, made this a compatible

If CCU is unable to collect amounts due the University within a reasonable time, the debt may be referred to an outside collection agency and/or attorney for collection. You agree to reimburse us the fees of any collection agency, which may be based on a percentage at a maximum of 33% of the debt, and all costs and expenses, including reasonable attorneys’ fees we incur in such collection efforts. Your application and registration to CCU includes your consent and approval of use of the personal information you provide to CCU for the purpose of collecting any debt incurred while at CCU. This includes the consent to contact you on your cellular phone, either manually or by automated dialing, by CCU or by an agency hired by CCU to collect on the

There have been many calls and petitions over the last few years for my internship site to strengthen its youth program for all ages. From 2013-2014, the staffing situations changed dramatically from an Associate Pastor and a very part-time intern to three part-time staff (Chris-Ed Director, Youth Director, and a Co-Op Intern). The Chris-Ed and Youth directors were given the task to revitalize these programs as it was said