My Journey As A Service Coordinator

Felicia Bonner is a graduated from Florida State University and is the Director of Child Care Evaluation Services at the Children’s Forum since August of 2011. She originally started with the Forum in 1998 as a T.E.A.C.H. Counselor, and then moving into the position of overseeing the Director Credential Program in 1999 until 2005. In the summer of 2005 Felicia’s family relocated to Bradenton, Florida where she worked for the Early Learning Coalition of Manatee County as an Early Learning Specialist for a year. Her professional interests center on early care and education. She recently volunteered with the Mayor’s Quality Task Force on Improved Quality and Affordable Childcare for All and for the last 4 years has volunteered with the United

Please look for not only edits but be brutal with criticism. Let me know if you think I satisfied this prompt *** when you find a website called grammarphobia

meeting educational, health, social service, and parental needs. “Head Start also wants to help bring about a greater degree of social competence in these children (Mallory and Goldsmith,

This is to ensure that capable providers who are able to assist them are serving children and families. The administration supports a newly designed technical assistance program that brings both current and best practice evidence –informed practices for local programs. They also support the local programs working with their local school systems to be educated on the skills that children will need and the gains they will need to achieve by kindergarten in order to achieve a smooth transition into formal schooling. According to the Whitehouse, “We must support families, communities, and schools working in partnership to deliver services and supports that address the full range of needs of Hispanic students” (2011). Through early childhood education programs such as Head Starts, services are not just offered at the school programs but in the home as well. The administration believes that some of the funding that is allocated to these programs should be used in recruiting and retaining high-quality teachers this includes Latino teachers who can overcome the language barrier and help achieve the language gap. To continue these ongoing resolutions, congress recently enacted programs that support various neighborhoods. The implementation of Promise Neighborhoods projects is in the testing stage right now, where

The clients involved in this case study is an African-American 12-year-old boy ,30-year-old mother and 33-year-old father. I have been assigned to work with the 12-year-old regarding his issues with attention deficit hyperactivity disorder, anger issues, mood disorder, and oppositional defiance disorder. My agency has created several goals for the client to achieve while receiving services such as mastering three coping skills to improve his ability to effectively deal with losses in his life (i.e. the absence of his biological father); identifying seven ways he can respect authority figures in the home and community; and mastering five

Mrs. Alice McLoughlin-Doro is a Special Education teacher at Downers Grove South High School in Downers Grove, Illinois. The community is known for its excellent school districts. According to the 2010 census there were 47, 833 people living in Downers Grove with approximately 19,000 households and 13,000 families. The racial makeup of the school was reported to be 88% White, 3% African American, 5% Hispanic, 0.2% American Indian or Alaskan Native, 5% Asian, and 1.6% from two or more races. About 1.7% of families were below the poverty line. The school district report card reports the following racial/ethnic background for the school: 68.1% White, 10.3 African American, 11% Hispanic, 7.3% Asian, 0.2% American Indian, and 3.2% two or more races. The elementary schools, middle schools, and high school all perform very well academically receiving above state average scores on standardized tests. She has been working there for 10 years and is currently a Case Manager of 17 students, all with an IEP, all with different needs and goals in the LD department. She co-teaches two general education classes in English intervention, all freshman. Although she is a Special Education teacher, she works with all the students. She also teaches a READ 180, Tier 3 reading and english intervention. This is where we will be focusing on for this

In the book Early Childhood Education Today 11th Edition, we read that “Family-centered practice is one of the cornerstone features of early childhood special education. This follows the fundamental notion that children’s development is influenced by their environment: their family, teachers, school, town, media, governmental systems, and so on.” (MORRISON, 2009) The first thing we as teachers must do is acknowledge that the children’s families are the first and most important teachers of their children and recognize the long-term effect families have on the attitudes and accomplishments of their children . For the edification of today’s youth there are potential positive responses to be obtained through working with a child’s parents as

On Tuesday July 7, 2015, at approximately 3:01 PM, Kiana Beekman, (MFCU Investigator) (Beekman) received a call on the state office telephone from HILL, Lucy (Service Facilitator of Lucy Hill Services (LHS). During the conversation, Beekman asked HILL to clarify her role and responsibilities as a service facilitator, in addition to the role and responsibilities of HARRIS, LaFrance as the Employer of Records (EOR) for Medicaid Recipient DANIEL, Rose and MCGHEE, Inocencia as DANIEL’s aide. She was also asked to provide any documentation of training on timesheet submission and approvals that she provided HARRIS and MCGHEE under the Department of Medicaid Services (DMAS) Consumer-Directed care aide program.

For this outcome, I chose the CE101unit 6 assignment. I select this artifact because I provided information in childcare laws, early intervention and family services programs that promote family participation. This artifact shows my knowledge, commitment and desire to help families to find high quality childcare and resources within the community. It’s necessary to be aware of the resources that promoted family participation and address families concerned. One of the programs is known in Louisiana as “EarlySteps”. EarlySteps urges families to participate because they believe families are the child’s best advocates, also strongly ask that families always communicate any burden they may have. As teacher we have the opportunity to work with families

The classroom sites that were studies were state preschools, Head Start, Title 1, Tuition-based programs, full-day programs, and half-day programs. Eighty-one percent of the children were 4-year old, 19% were 5-year-olds. “The gender was balanced, and included 36% African American, 31% White, 20% Hispanic/Latino, 10% multi-race, and 3% Asian. Approximately 23% of the children were ELLs. The mean percentage of children eligible for early childhood special education (with IEPs) was 11%. This also varied across program types with 15% of children in Head Start programs having IEPs and 3% of children in Tuition-Based programs. Regarding parent/caregiver educational attainment in the overall sample, 22% of parents reported having less than high school, 23% had high school diplomas or general education development (GED),

I interviewed several service providers in my school, Stephen Knight Center for Early Education, that included the psychologist, special education teacher and a general education teacher. I interviewed Ms. Iris, the school psychologist, Ms. Kathy, the special education teacher, and Ms. Hilary, a general education teacher. Ms. Iris’ responsibilities include working with students who have social emotional needs. This can include behavior challenges, learning new social skills, managing grief, etc. She works directly with parents and teachers to provide resources regarding the child’s well-being, and ensure good attendance by setting up plans. Ms. Iris works with children in general education, counseling groups, and one-on-one situations, including special education minutes. Ms. Hilary is a general education classroom teacher. She is responsible for the well-being of her students academically, socially, physically and developmentally. Ms. Hilary also advocates for families and students to receive the support that they need to feel successful in their first years of school. Finally, Ms. Kathy is the staffing

What I might need to consider being both culturally competent and gendering sensitive while working with Eboni is the use of ethics and values. As a social worker, I will apply the values, ethics, and standards of the NSAW (2008) Code of Ethics. For cultural competent, I will use self-awareness, cultural humility, and the commitment to understanding and embracing culture as central to effective practice. As a social I will enforce a broad range of skills such as micro, mezzo, and macro techniques that demonstrate an understanding and respect for culture in practice, policy, and research. As a social worker, I will use understanding of gender stereotypes and gender roles to help Logan family resolve their presenting concerns by assess Eboni’s

The Early Childhood Education program at Carlow University focuses on educating children from birth to grade four in any context—school, family, or community. As a signature mark of the program, students learn how to honor diversity and form strong inclusive relationships between child and caregiver/teacher. They learn that a child’s environment needs to be rooted in trust; physically and psychologically safe. They learn that the caregiver/teacher relationship needs

Culturally responsive family partnerships ensure that the children are subjected to a routine and as such are integral in promoting early childhood Special Education. According to Jennings Hanline & Woods

Upon arrival, we waited in the queue for about 10 minutes, the weather was warm and we were all chatting therefore this time passed quickly. Once inside, we had to wait another 10 minutes at the bar in order to get a drink. The barmaid then messed up one of our orders, which meant another 10 minutes trying to get her attention to change it. This put us all in a bit of a bad mood as our night was just starting out and things already weren’t going smoothly, plus, we just wanted to get away from the crowded bar and wander around and have a dance. The barmaid however, was super apologetic and gave us a free shot each to compensate which meant she was completely forgiven as far as we were concerned!