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Table of Contents What do we KNOW.......................................................................................................................03 The Current Case Manager/School Partnership Design................................................................04 Effective Programs Contain..........................................................................................................04 Hilda Goodling Program Case Manager/School Design............................................................... 05 Learning Objectives..................................................................................................................... 06 Counseling Services..................................................................................................................... 07 Additional Services................................................................................................................ 07

P: 717.845.4046 • info@3cordinc.com

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What do we KNOW “We estimate that fewer than one-quarter of the children, teenagers and young adults who have a mental health problem receive any treatment whatsoever,” said Bernadette Melnyk, professor of psychiatry and pediatrics at Ohio State University College of Medicine. “And of those who do get treated, a substantial amount of the treatment is not the best, evidence-based kind.” If the goal is for a child to come into an academic setting ready to learn, ready to emotionally experience the enjoyment and excitement of discovery, then the child’s mental health has to be addressed before and throughout the learning process. The mission of public schools is to educate all students. However, children with serious emotional disturbances have the highest rates of school failure. Fifty percent of these students drop out of high school, compared to 30% of all students with disabilities. An estimated one out of four children in the United States will experience a traumatic event before the age of 16 years old. Trauma can have profound effects on a child’s ability to participate and process the regular school day, which may lead to significant achievement gaps for these students. Refer Child to Day Treatment

Refer Child to Hospitalization

Child is not Successful

Refer Child back to Day Treatment Refer Child Back to Home School

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The Current Case Manager/School Partnership Design

Case Manager

The current system of case management requires the coordination and communication between each stakeholder on the child’s team by one central case worker/manager. This design creates a dynamic where the case manager possesses the entire burden of the needs of the child and is responsible for the coordination of all services. With current caseloads carried by most members of the social work field, this makes communication and coordination of services challenging.

Child Parents Community Resources School Courts

The average daily caseloads for caseworkers ranged from one to 89 families with an average of 31. The recommended caseload according to the Child Welfare League of America is between 10 and 17 active cases.

Effective Programs Contain: • An established comprehensive team of school and community personnel to assess individual student cases • Expanded counseling services for students with known or suspected mental health needs

• Referrals to outside support services for both students and their families

• Parent and family workshops and communication of services • Consultation with local hospitals, mental health facilities, women’s shelters, and other community-based organizations • Academic instruction techniques for teaching students with special needs – including building on areas of competence, creating a more predictable school environment, and presenting information in a variety of formats • The ability to coordinate and communicate with all of the child’s team members

• Methods of supporting communication with the Case Worker/Manager • Methods of coordinating services among and between the teams • Coordination and communication of student goals P: 717.845.4046 • info@3cordinc.com

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Hilda Goodling Program Case Manager/School Design • To provide students with access to case management, counseling staff, and appropriate partners well-versed in mental health, educational and other supportive service resources in the community. • To provide students with a comprehensive program designed around a social work model requiring counseling, academics, and family resource coordination to ensure the all of the needs of the child are being addressed. • To involve students, their parents, and the community at large in the realization of Hilda Goodling Impact Academy vision to promote student educational success. • To afford our students a supportive infrastructure and services intended to assist them in transitioning successfully from elementary school to middle school and then to high school. • To provide a small, supportive learning environment for students.

Case Manager School reports on student Progress with all services

• To maintain a culture of excellence and high academic performance. • To create a safe structure. • To encourage the building and maintaining of relationships. • To pattern the school after the “community school” model. • To provide extensive entrepreneurial “hands-on” experiences for students.

Community Resource Access for families and child

Comprehensive School Based Coordination of Child Programming

Mental Health Services Coordination with Families and Student Participation in Programs

• To provide every child remedial and enrichment programs to ensure that they are making significant progress to meet grade-level standards. Communication and reporting for courts and other stakeholders

P: 717.845.4046 • info@3cordinc.com

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Learning Objectives Hilda Goodling Impact Academy will create and maintain an educational culture that encourages success and promotes strong personal academic development. 1. Encourage individual responsibility for learning. 2. Assess and build upon student abilities as strengths and assets. 3. Integrate academic content of coursework with other critical life skills such as communication, problem solving, and team building.

4. Develop curriculum tailored to individual learning needs based on the PA Academic Standards and the Core Curriculum Standards in mathematics and Language Arts.

Through leadership development, and character education, the students will gain attributes to increase effective functioning in school and in the community. 1. The student will acquire a positive work ethic. 2. The student will communicate effectively. 3. The student will apply knowledge and skills. 4. The student will improve interpersonal skills. 5. The student will demonstrate personal effectiveness. 6. The student will develop positive character traits. 7. The student will increase thinking skills. P: 717.845.4046 • info@3cordinc.com

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Counseling Services Daily Trenches Program Daily behavior modification program for all children. This program serves as a daily check-in for each child as well as a kinesthetic energizer for beginning the day.

Character Education Group character education activities daily embedded throughout the curricula and as a separate activity.

Individual Student Mentoring Each child is assigned to his/her own case manager that meets with the child weekly and as needed to ensure the child is making progress through counseling and academics. The case manager coordinates services with the family and acts as a point person/liaison between the school, family, child, and student resource team members.

Individual Student Counseling Each child receives individual counseling as prescribed by the school comprehensive team and licensed social worker/counselor.

Additional Services Additional Services are provided to children as needed and prescribed by the therapeutic interventionists and school-based comprehensive team: • Equine Program • Art Therapy • Play Therapy • Family-based Therapy *Additional programs are offered as needed and recommended based on the child’s/family’s goals.

P: 717.845.4046 • info@3cordinc.com

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