HOPE Program Agency Case Study

School security is one of the world’s biggest issues. In California not many schools have security for their schools and that raises many questions for parents and teachers. All parents want their children to be safe and they don’t want anything bad to happen to them. They don’t know what might happen to them when they go to school. Some schools don’t have security systems because they don’t have government support to afford security for their school. Parents think twice before sending their kids to school with no security because of the crime that’s been happening lately. Department of Education should know that when kids are at school it’s their responsibility to protect kids from any crime. The main problem is the crime that is happening

It focuses on support to families and carers for effective parenting, fostering or child care.

The school is “committed to doing all that we can to ensure that the children in our care are healthy, safe and enjoy emotional well-being. We also have a fundamental duty of care to the adults who work in and visit our school”.

Mark Biller describes the educational system like a delicate ecosystem, all parts of it need to work together if things are going to last. If the community does not support a school, odds are the school will have to close-down. If the teachers don’t work with parents, then kids will not get the support they need. If parents do not support teachers, students loose an

| This is the most important partnership as Parents/carers need to feel confident with the setting and it’s staff. They will want and expect the highest level of care for their child. Nurturing a partnership with Parents/carers will ensure good communication and the sharing of important information regarding the child, such as needs, wants and development. Building trust with parents/carers will result in them regarding the setting as a valuable source of help and

It is said that “Most families want to know what is going on in the school and would do a better job of parenting and educating if they knew how.” (MORRISON, 2009, p. 491)

This inability to cope with their child’s intellectual or developmental disability often leads to improper care, and in extreme cases, abuse. Aside from the abovementioned causes, a small percentage of placement is due to particular environmental factors such as financial need, inadequate housing, or chronic unemployment, but poverty frequently contributes to the crises that require children to be placed in foster care (McDonald). While the overall goal is to reunite these children back with their families, sometimes that option isn’t feasible and while some children are fortunate enough to gain kinship care, others aren’t as fortunate. “Foster care includes a wide variety of placement options including emergency shelters, diagnostic centers, foster boarding homes, kinship foster homes, agency-operated boarding homes, group homes, group residences, child care institutions and residential treatment centers” (FC & EC). With so many options for placement that a child can be exposed to, it provides various dimensions that can impact child development, especially with those with past trauma history. The type of residence a child is placed in, whether it’s kin or non-kin, how many children are already in the residence, the type of staff and the support services provided all play a crucial role in their developing growth and overall success in the system.

• Partnership working between parents and settings/practitioners to provide the best care for the children and ensure parents are included in their child’s developmental progress.

By taking steps to understand a child with a disability, understanding their needs and building on their strengths, and providing a supportive environment can a child maximize their learning potential.

The formal support networks depicted in the program that is specifically assists the Foster children are the NSW Department of community services, the Benevolent society, teaches, social workers at the child protection unit and councillors. The support network that assisted Patricia in adopting Shay was the NSW Department of community services. This service is committed to achieving to improve the lives of children,

When children are in foster care, children value the opportunities to help build positive and meaningful relationships but children find it hard to build and maintain them. Children can find it hard to transition out of care. access to supportive relationships is critical for young people in helping them manage the demands of this experience throughout the different stages of their life. When they have access access to positive and meaningful relationships it is likely to lead to better long-term outcomes for children and young people. By assisting and supporting high quality relationships between professionals and children and young people can be achieved but sometimes requires changes in services and teams.

Although it is important for families to be involved with their child’s school, school personnel should also strive to create a positive interaction with families of students. Carl Dunst (2002) states that school and parent collaboration is necessary, and if schools take on a more family-centered approach, it will help create a supportive environment and help to strengthen a family’s capacity to enhance and promote a child’s development and learning.

During the past decade, school safety has been at the forefront of many school districts safety polices and plans. With recent high profile school shootings, the question school districts continue to ask is how do we keep our schools safe? Administrators face heavy scrutiny when weighing approaches to school safety and student discipline. Likewise, school employees have the right to work in safe environments devoid of life-threatening behaviors (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). America’s founding fathers understood the importance of a public school education. They believed educating its citizens would allow them the opportunity to learn new skills while becoming successful and productive people in society. However, our founding fathers did not predict the severe behavior changes our schools face in educating disruptive and dangerous students. America’s school districts are charged with providing solutions for disruptive and dangerous students (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). School officials must address these issues with research-based interventions and collaborative resources that provide a safe learning environment for all stakeholders (Elliott and Mihalic, 2004; Schoenwald and Hoagwood, 2001). Boards of education continue to support school efforts to rethink best practices for disciplinary alternative middle schools (DAMS). Many school districts focus on research-based interventions and resources that manage aggression and

“There are approximately forty nine million children and youth, ages 6-17 living in the U.S.” (“Making the Case” 1). Children need care while they are in the initial stages of growth and development. Whether this care is provided by a mother, father, sibling, or other guardian, a child needs to be loved. When children turn a certain age, the care of the family is added to by caregivers in another institution. While attending school, children are shown care for the duration of the day by teachers, mentors, and other aids. This is a productive time for the children’s development because they are being nurtured in a well rounded, safe environment. This environment provides initial academic

The vision of the school is to work collaboratively with parents to provide a safe learning environment that fosters academic achievement through intellectual, social, emotional growth and development to reach the highest potential for each student.