All this ties to oversight and accountability because Obama super-sized the dismantling of all oversight and accountability in public education and social services allowing all these abuses to grow. Now, think a global corporation and global Wall Street hedge funds REALLY care for our children and want to do what is best for them? OF COURSE NOT. All Maryland and especially Baltimore pols have been installing these policies these few decades because
THEY DON'T CARE----THEY ARE 1% WALL STREET BALTIMORE DEVELOPMENT SHOW ME THE MONEY people.
First Five Years works with GREAT SCHOOLS as a tag team for global Wall Street stock market education corporations and yes, they LOVE CLINTON/BUSH/OBAMA and their global corporate policies. Remember this, Asian students come to the US and test well because they and their families have been tied to this same crib to workplace education policy and it is well documented Asian citizens have no concept of FREE WILL, CHOICE, LIBERTY AND FREEDOM, RIGHTS AS CITIZENS, OR WHAT LEISURE AND FAMILY TIME MEANS----they have spent their entire lives tied to these global Wall Street neo-liberal education corporation structures of crib through workplace pre-school and after-school programs. None of this is necessary to arrive at the same student achievement---baby boomers graduated just as smart as Asian students----it is all part of creating a societal structure where the 1% control every aspect of people's lives.
Baltimore is captured by these FIRST FIVE YEARS NGOs being installed in lieu of our public schools as WRAP-AROUND services. As usual, Clinton/Bush/Obama throw a few million at local citizens pretending this is about creating small businesses----but the goal is to fold all into global education corporations.
Below you see the United Kingdom UK equivalent CCDF----
'a huge boost to the Child Care and Development Fund.
The CCDF, as it’s known, provides states with matching funds so that they can offer partially or fully subsidized day care to working parents who can’t pay for it on their own'.
Please watch this video for what is the most far-right authoritarian propaganda in history. Here are global Wall Street hedge funds PRETENDING TO CARE ABOUT ALL THOSE PEOPLE THEY ARE IMPOVERISHING-----
First Five Years Fund
Uploaded on May 11, 2009
FIRST FIVE YEARS FUND
Meet the Funders Behind the First Five Years Fund
We're always glad to hear when the philanthropic community joins forces with national policymakers to impact some of the most important issues facing the country, something that's been happening more often lately.
Earlier this year, there was My Brother's Keeper, a $200 million initiative to provide greater support to boys and young men of color. This week brought news of a much larger partnership focused on early childhood education. President Obama announced a new $1 billion public-private campaign to expand the availability of preschool programs for children across the country. Under this initiative, dubbed Invest in US, Washington will offer more than $700 million in grants for Preschool Development and Early Heard Start programs, with the remaining $300 million coming from philanthropic and corporate sources. An organization known as the First Five Years Fund (FFYF) will run the program.
You may not have heard of FFYF, but we bet you've heard of the Ounce of Prevention Fund. FFYF is a national advocacy effort affiliated with the Ounce, which focuses much of its work in Illinois, particularly the city of Chicago. FFYF and the Ounce of Prevention Fund share the same Chicago address, while FFYF also operates in Washington, DC. FFYF traces its beginnings to 2007, when a group of advocates for early childhood education saw a need to better leverage their funding for these activities. They formed FFYF to capitalize on the potential of public-private partnerships and bring together representatives from business, government, philanthropy, and academia.
Where's does the money coming from for this outfit? We're glad you asked, because it's a good window into the funding terrain for ECE, which is evolving fast, but where several long-time players remain pretty dominant players.
A Who's Who of early childhood education funders comprise the biggest partners of FFYF. Partners listed on the FFYF website include the Bill and Melinda Gates Foundation, the Buffett Early Childhood Fund, the W.K. Kellogg Foundation, the Irving Harris Foundation, the Packard Foundation, the George Kaiser Family Foundation, and Heising-Simons Foundation.
Another supporter, who we've recently written about is J.B. Pritzker, the Chicago philanthropist who's kicking in $25 million to support the White House push.
The list of funders backing FFYF illustrates the organization's multi-level approach to early childhood funding and policy advocacy. Some of these foundations have funded national activities and projects, while others have concentrated their work in particular regions or their local communities.
Buffett is a longtime champion of the Ounce of Prevention Fund and FFYF. Gates has been involved in early childhood work--mostly in its home state of Washington--and brings a lot of experience with public-private partnerships to the table. Kellogg has supported research and advocacy work at the national level. Harris, meanwhile, concentrates on early childhood projects in Chicago and is a major supporter of the Ounce of Prevention Fund. Kaiser is the self-described "robber baron from red state America" whose foundation has built state-of-the-art early childhood centers in Oklahoma.
Research is virtually unanimous on the value of early childhood education. It confers a range of benefits --educational, social, and economic--that include greater K-12 achievement, college enrollment rates, lower rates of poverty, and higher lifetime earnings. However, only about a third of U.S. children receive early childhood education.
Efforts such as this new campaign led by FFYF will help keep the spotlight on this important policy area, As importantly, at least for our readers, it will create numerous funding opportunities for organizations with ideas for increasing early childhood enrollment and ensuring greater access to this vital early investment in America's future. Some big new money is coming into this field, and we'll be watching where it goes.
Here is the Obama/Clinton neo-liberal funding arm for Bill Gates and 1% DAVOS ONE WORLD global neo-liberal education structures.
If you think 5% working for the 1% PRAGMATIC NILISTS who think NATURAL LAW is the right for people to accumulate as much wealth and power as they can ANYWAY THEY CAN----makes for good child rearing---WAKE UP FOLKS!
NO MORALS, NO ETHICS, NO RULE OF LAW, NO TIE TO RELIGIOUS NATURAL LAWS OF GOOD AND BAD-----CREATE CONDITIONS AS EXIST IN CHINA UNDER MAO AND OTHER FAR-RIGHT AUTHORITARIAN REGIMES.
This is why it is so important for only establishment candidates to have media time and major election venue access to forums----as in WARNOCK, EMBRY, DIXON, PUGH, STOKES, and farm team JOSHUA HARRIS, GUTTIEREZ----it takes real sociopathy to push these kinds of policies and studies show that 5% of populations are sociopaths.
Child Care and Development Fund
Published: September 17, 2012
The Child Care and Development Fund (CCDF) made available $5.2 billion to States, Territories, and Tribes in Fiscal Year (FY) 2012. CCDF is authorized by the Child Care and Development Block Grant Act and Section 418 of the Social Security Act. CCDF assists low-income families in obtaining child care so they can work or attend training/education. The program also improves the quality of child care, and promotes coordination among early childhood development and afterschool programs.
The 1990s is of course Clinton neo-liberal years and as this article states------the goal became how to drive Asian partents to spending more and more of their disposable income on these global education structures. So, as in Baltimore, they closed down all public schools and allowed only enough schools to create great competition for students simply trying to receive a K-12 education. Then global corporate campuses started to REQUIRE students to have attended certain of these pre-school, after-school programs in order to get jobs----then it was more and more test preparation to get the only jobs that paid a developing nation middle income of $20-30 a day wages. Just keeping our children from being that 90% in the world falling into global corporate sweat shop factory employment drove all focus from crib to workplace on preparing for employment.....NO PERSONAL LIFE---NO FREE WILL, NO CHOICE, NO LIBERTY-----only totalitarianism.
'But that was the early 1990s. Since then, this culture of competition has only spread'.
An Assault Upon Our Children
South Korea’s Education System Hurts Students
By SE-WOONG KOOAUG. 1, 2014
SEOUL, South Korea — After my older brother fell ill from the stress of being a student in South Korea, my mother decided to move me from our home in Seoul to Vancouver for high school to spare me the intense pressure to succeed. She did not want me to suffer like my brother, who had a chest pain that doctors could not diagnose and an allergy so severe he needed to have shots at home.
I was fortunate that my mother recognized the problem and had the means to take me abroad. Most South Korean children’s parents are the main source of the unrelenting pressure put on students.
Thirteen years later, in 2008, I taught advanced English grammar to 11-year-olds at an expensive cram school in the wealthy Seoul neighborhood of Gangnam. The students were serious about studying but their eyes appeared dead.
When I asked a class if they were happy in this environment, one girl hesitantly raised her hand to tell me that she would only be happy if her mother was gone because all her mother knew was how to nag about her academic performance.
The world may look to South Korea as a model for education — its students rank among the best on international education tests — but the system’s dark side casts a long shadow. Dominated by Tiger Moms, cram schools and highly authoritarian teachers, South Korean education produces ranks of overachieving students who pay a stiff price in health and happiness. The entire program amounts to child abuse. It should be reformed and restructured without delay.
Granted, the South Korean system has its strengths. The idea that success is most important, no matter the cost, is a great motivator. My report card after the first exam in middle school ranked me 21st out of 60 students in my homeroom class. My mother, who was enlightened about the extreme horrors of South Korean education but nevertheless worried about my grades, immediately found me a private tutor for math, which helped me shoot up to a respectable No. 3 in the homeroom hierarchy.
But that was the early 1990s. Since then, this culture of competition has only spread.
Cram schools like the one I taught in — known as hagwons in Korean — are a mainstay of the South Korean education system and a symbol of parental yearning to see their children succeed at all costs. Hagwons are soulless facilities, with room after room divided by thin walls, lit by long fluorescent bulbs, and stuffed with students memorizing English vocabulary, Korean grammar rules and math formulas. Students typically stay after regular school hours until 10 p.m. or later.
Herded to various educational outlets and programs by parents, the average South Korean student works up to 13 hours a day, while the average high school student sleeps only 5.5 hours a night to ensure there is sufficient time for studying. Hagwons consume more than half of spending on private education.
This “investment” in education is what has been used to explain South Koreans’ spectacular scores on the Program for International Student Assessment, increasingly the standard by which students from all over the world are compared to one another.
But a system driven by overzealous parents and a leviathan private industry is unsustainable over the long run, especially given the physical and psychological costs that students are forced to bear.
Many young South Koreans suffer physical symptoms of academic stress, like my brother did. In a typical case, one friend reported losing clumps of hair as she focused on her studies in high school; her hair regrew only when she entered college.
Students are also inclined to see academic performance as their only source of validation and self-worth. Among young South Koreans who confessed to feeling suicidal in 2010, an alarming 53 percent identified inadequate academic performance as the main reason for such thoughts.
Not surprisingly, South Korea’s position in the international education hierarchy is flipped when it comes to youth happiness, with only 60 percent of the country’s students confessing to being content in school, compared with an average of 80 percent, in 2012, among the world’s wealthy nations.
There is a historical explanation for South Korea’s education fervor. During the Choson Dynasty (1392-1910), having children pass the civil service examination administered by the royal court was seen as a sure conduit to social and material success for the entire family. As the late Professor Edward Wagner at Harvard noted, even then a form of private education persisted, with candidates taking years of lessons to prepare for the exam and wealthier families splurging on special tutors.
Korean culture’s special focus on the family unit is also a major factor. Many parents believe that their right to decide their children’s future is sacrosanct. And the view that the family is an economic unit perpetuates such tight control over children. Marriage, for example, still often functions as a financial transaction between two families. To be a South Korean child ultimately is not about freedom, personal choice or happiness; it is about production, performance and obedience.
Obedience to authority is enforced both at home and school. I remember the time I disagreed with my homeroom teacher in middle school by writing him a letter about one of his rules. The letter led to my being summoned to the teacher’s office, where I was berated for an hour and a half, not about the substance of my words but the fact that I had expressed my view at all. He had a class to teach but he did not bother to leave our meeting because he was so enraged that someone had questioned his authority. I knew then that trying to be rational or outspoken in school was pointless.
Despite decades of outright abuse and the entrenchment of this disturbing system, signs are emerging that some people are beginning to take reform seriously. In the course of coming to terms with the legacy of dictatorial rule, South Koreans have embraced the notion of “healing,” with the understanding that past political repression and continuing social pressure have engendered psychological ills that require redress. That trend has led to discussion of the detrimental effects the education system has on students and what should be done.
Another sign that things may move in a positive direction is the election in June of a large number of progressive education superintendents around the country, spurred by the growing desire of the public for reforms.
But to effect any meaningful change in education, a culture that treats its children as a commodity to be used in the service of the family or the national economy must be radically altered. The government must halt its unrelenting pursuit of a higher birthrate in the face of a shrinking population and cease viewing children as mere cogs in the country’s economy with no right to personal happiness.
South Korea must also encourage its citizens to see marriage not as a dutiful union that must yield tangible economic benefits, but as a life choice that can bring contentment and well-being. Only then can children be perceived as individuals with free will, rather than mere producers of wealth and status subject to onerous education.
A private education industry run amok must be better regulated to put children’s welfare first. Although successive presidents have made attempts to rein in the cram schools, including mandating a 10 p.m. closure, many hagwon owners flout the regulations by operating out of residential buildings or blacking out windows so that light cannot be seen from outside. And some parents hire private tutors to get around the rule.
The fight against these abuses would be far more effective if legislation were passed criminalizing excessive private education. Otherwise, South Korean parents may never recognize that the current system is a direct assault on the welfare of their own offspring. But above all, the conviction that academic success is paramount in life needs to be set aside completely. South Korea may have become an enviable economic superpower, but it has neglected the happiness of its people.
Decrying the state of young people’s existence in Korea, Yi Kwang-su, an early reformist intellectual, wrote in a 1918 essay, “On Child-Centrism,” “As long as parents live, children have no freedom and are treated like slaves or livestock not unlike subjects of a feudal lord.” Before South Korea can be seen as a model for the 21st century, it must end this age-old feudal system that passes for education and reflect on what the country’s most vulnerable citizens might themselves want.
If you think global corporations having private social workers is designed to build good relationships in local communities I have swampland in Florida to sell to you. Our local, state, and Federal agencies have public employees tasked with making sure citizens' civil rights and liberties are met by government and that if injustice creeps in as these few decades people have ADVOCATES whether in court or through public agencies to seek redress for problems. THIS IS OVERSIGHT AND ACCOUNTABILITY and is the only way we have for these rights for children and families be assured. As we saw, Trans Pacific Trade Pact TPP is designed to allow global corporations in US cities like Baltimore to operate in Baltimore as they do in Asia----so there are no rights as citizens----there are no government structures protecting citizens-----global corporations do what they want to do. When children are tied to global corporate child care at the earliest ages----in these cases 2-3 years old----that child's entire psychological, emotional, and physical development is controlled by policies in those global child care facilities. Remember, global corporate campuses and global factories in Baltimore plan to work people 15-18 hours a day so parents will not be available to children and indeed global corporations will model our children to be obedient to power and authority----to smile at the GREAT LEADER----to see their only task in life is to create conditions of wealth and power to that global corporation which employs them....THIS IS THE ETHOS DRILLED INTO ASIAN CITIZENS THROUGH DECADES OF GLOBAL NEO-LIBRERALISM IN INTERNATIONAL ECONOMIC ZONES. Latino nation have these few decades of CLINTON/BUSH/OBAMA been subjected to these same neo-liberal conditions
AND BOTH ARE PROTESTING IN THE STREETS IN THE MILLIONS.
'The international social work hub is funded by Cafcass'.
You can see to where partnering police and private social workers will go in a far-right authoritarian global corporate rule.
Why private companies are taking on social workers
Social workers in the private sector can help businesses build good relationships with their local communities
‘Businesses and not-for-profit companies around the world are starting to realise the value of social work.’
Photograph: AlamyJ Juan Macias, University of Southern California school of social work
Monday 6 October 2014 03.30 EDT Last modified on Monday 6 October 2014 06.25 EDT
The demand for social workers has never been greater. In fact, the US Bureau of Labour Statistics projects a 19% faster-than-average growth in social work jobs until 2022.
But the need for social workers in business and non-profit administrative settings is just being recognised. Companies around the world are starting to realise the value of social workers and the transferable skills they can bring to the workplace.
Increasingly, organisations are looking for professionals who can help address a range of issues; from the safety, health and wellbeing of employees to improving a company’s financial, social and environmental performance.
Social workers with master’s degrees have a significant amount of clinical experience, and when coupled with stringent licensing requirements, they have never been better positioned to thrive and contribute in a non-traditional, private sector setting.
Social workers are good at understanding human behaviour, motivation and interpersonal relationships, as well as workforce challenges. Corporate social workers take on many roles, from helping employees manage the demands of work, life and mental health issues to helping companies build positive relationships with their communities. That might mean helping employees deal with substance abuse, domestic violence, divorce or military deployments. It could also include coaching work teams on how to be more productive, resolve conflicts and manage change. Or, it might involve liaising with government agencies or conducting community needs assessments.
Recognising this need for business and administratively focused social workers, the University of Southern California school of social work has created a non-traditional social work programme. This is aimed at master’s level students interested in applying their social work skills and training in organisations that do not typically hire social work graduates. Students can select one of two concentrations: social work and business in a global society or community organisation, planning and administration, both of which lend themselves to “non-traditional” settings.
The social work and business focus encourages students to think globally and to reflect on the impact of influential corporations. Its curriculum emphasises bringing a humane approach and social work values into the workplace, helping students learn strategies for creating positive business environments, healthy employees and strong communities. These students also choose whether to focus on the micro level (individual and family) of intervention, or the mezzo and macro levels (organisational change and programme development.)
Similarly, community organisation teaches students to apply their emerging leadership skills in planning, management and administration in both non-profit and private industry settings. Given global challenges like natural and manmade disasters, health epidemics and the difficulties of sustainable development, students are also taught how to be innovative and interdisciplinary.
The university’s “non-traditional” master of social work internships provide an opportunity for students to apply what they have learned to real-life situations under the supervision of a professional. Students are able to work alongside company managers to assess their departments, operationalise performance indicators, help set related goals and objectives and assist them in implementing change and performance management strategies.
For instance, interns at a multinational corporation helped make recommendations to improve its assessment form for high net-worth trust management clients. They were also tasked with conducting a national needs assessment to help improve services, as well as creating a presentation to help bankers better understand older adults.
At another company, interns designed and implemented training for supervisors and employees to improve communication and productivity.
Those who succeed in business social work must demonstrate skills ranging from leadership and management to decision-making. The more proactive students are within their allotted organisation, the more prepared they will be to work alongside management teams in corporate environments.
The programme is seeing great results, having already successfully placed social workers in positions at banks, the world’s largest film and television studio and the second largest multinational professional services firm in the US. Job titles range from director of employee relations to senior business partner in government and community partnerships.
When asked why they chose social work as their profession, most social work students say it’s about giving back and making a difference. So why does social work in the private sector make sense?
Because their goals and missions often overlap. US and multinational businesses are increasingly realising the importance of a holistic focus on people, planet and profit.
They are beginning to understand the significance of contributing to the community that supports them, and how this can affect their long-term growth and success.
THEN JUST PAY CORPORATE TAXES TO OUR GOVERNMENT COFFERS SO WE CAN REBUILD OUR PUBLIC SECTOR ALREADY STRUCTURED TO DO ALL THIS!
In fact, most corporate social responsibility efforts are in areas traditionally supported by social work, including community development, public safety, education, public health and diversity.
Social workers can be the catalyst for companies’ efforts to give back in their communities and workforces. As more companies and non-profits hire social workers, it’s beneficial for all involved.
SOCIAL WORK DEGREE--------'social and economic justice'
I used one of my universities as an example of what social work has meant for centuries-----the goals have been while tied to our government agencies to assure citizens have their rights and human welfare is sustained as any developed nation under Constitutional and Natural Law societal structure would wish to attain. When a social worker becomes aligned with a corporate employment---those ties to justice and civil rights disappear as CLINTON/BUSH/OBAMA far-right Wall Street global pols know.
Now we have people being trained to go into a community and do the bidding of a global corporate campus partnering with global corporate NGOs to create societal structures THEY WANT. So, is a child taken from a home of a family with drug addiction struggles OR is a child taken from a home of a family who lies, cheats, steals----you know, DANTE'S LOWEST LEVEL OF HADES---THE FRAUDSTERS?
Remembering the authoritarian RE-EDUCATION AND FORCED LABOR CAMPS of the last great far-right Libertarian Marxist MAO-----we are seeing the mission of social work transitioning from that of social justice for citizens---to that of maintaining a societal model for an authoritarian global corporate campus in International Economic Zones like Baltimore.
SOCIAL WORK DEGREE--------'social and economic justice'
Where your degree can take you
An M.S.W. degree enables our students to empower others and effect change in prevalent areas such as:
Health care – inpatient and outpatient services
Immigration services/refugee services
International social work
Military (active duty and veterans) social work
School social work
Trauma and crisis intervention
Where the next step awaits
As social workers, we so often concern ourselves with the “next step” — for our clients, for our organizations, for our communities. But what about for ourselves? How can we continue to meet our calling in the face of new challenges? How can we continue to develop our voices as social workers?
In the Master of Social Work program at VCU’s School of Social Work, our students seek to answer these very questions. Through intensive, specialized course work, research and field experience, our students can truly find their focus as advanced practitioners and position themselves to make immediate impacts in the lives and communities they touch.
What we offer
Our small class sizes afford our students the room and time to connect with their teachers and each other, to fully contemplate where their true passions lie and to reflect on their shared experiences. And through it all, they’re given the tools and encouragement to embrace their own unique insights and fashion themselves into the practitioner they most want to be.
Our home in VCU’s Academic Learning Commons provides us with a centrally located hub that allows us to deliver our educational mission through state-of-the-art technology and flexible learning spaces. Also, with new graduate research space, students have access to the materials, supports and technology they need to further their own independent community-engaged research goals.
Accredited by the Council on Social Work Education through 2019, an M.S.W. degree from VCU instills mastery of the knowledge, skills and values necessary for advanced social work practice. After one year of foundational study, students enroll in specialized courses in the concentrations of clinical social work practice or social work administration, planning and policy practice.
The foundation curriculum develops the skill base that fosters competencies needed to work in a variety of social work settings. The foundation curriculum includes courses in social work practice, human behavior theory, social policy, social and economic justice, research and agency-based field instruction.
The clinical social work practice curriculum focuses on key evidence-based interventions, including how to solve problems, resolve emotional and interpersonal conflicts, develop and use social networks and resources, and maintain achieved capacities and strengths.
The social work administration, planning and policy practice curriculum prepares graduates to become leaders skilled in formulating, implementing, analyzing and evaluating policies, plans and programs for complex and ever-changing local, state, national and international environments.
M.S.W. curriculum and degree requirements
As Virginia’s oldest and most established social work educator, we’ve forged lasting connections with more than 500 community agencies throughout Richmond and the state, which means our students won’t be pigeon-holed into a field experience that doesn’t truly match their passions and future ambitions.
For the M.S.W. degree program, students will experience two placements. In the foundation placement, students are expected to demonstrate generalized professional knowledge, values and skills studied in the foundation curriculum. In the concentration component of the curriculum, students are placed in agencies according to their chosen specialization based on their career interests.
The 1% Wall Street people get really testy if you do not follow these talking points!
'Schools become hubs of the community, accessible to children and families including evenings and weekends.
Components of Wrap-Around Services'
The #1 talking point for 1% Wall Street global corporate neo-liberals and Republicans support this as well because the goal is far-right authoritarian----is COMMUNITY SCHOOLS----wrap-around services. Every candidate and pol in Baltimore backs this because they simply do what Wall Street Baltimore Development and a very, very, very, very far-right neo-conservative Johns Hopkins tells them to.
Wrap-around services is the platform for what will become this FIRST 5 YEAR global structure for crib to workplace education and child care. It replaces the PUBLIC AGENCIES in our communities----with what are now corporate NGOs ---that will enfold into global CHILD CARE/PRE-SCHOOL/AFTER-SCHOOL CORPORATE STRUCTURES.
Gutierrez and Joshua Harris as farm team Clinton/Obama Wall Street global corporate candidates couldn't say wrap-around services and community schools enough.
COMMUNITY SCHOOLS is simply the global corporate campus structure that has workers living, eating, housed, and schooled on that campus and from crib to workplace people will be tied to this system and they call this SOCIALISM-----GLOBAL CORPORATE CAMPUS SOCIALISM-----1% LIBERTARIAN MARXISM.
The resources list at the bottom of this article is a good source for organizations NOT TO GO TO FOR WE THE PEOPLE PUBLIC POLICY-----get familiar with organizations promoting all this mess.
'Wrap-Around Services (Community Schools Model)'
picture of family
Every child and every school is
capable of excellence given the
right conditions for learning.
Schools cannot do it alone. To succeed, schools need community partners and resources. Together the school and its partners develop a unified plan focusing on academics, services, supports and opprotunities that lead to improved student learning, stronger families and healthier communities.
Schools become hubs of the community, accessible to children and families including evenings and weekends.
Components of Wrap-Around Services
Family engagement, parent leadership and adult education
Extended learning opportunities and youth development
Physical, dental and mental health programs and social services
Afterschool, mentoring and tutoring programs
Early childhood development
Full utilization of federal and state child nutrition programs (breakfast, lunch, supper, snack and Healthy Food Certification)
Elements of a Successful Plan
Coordination among Partners
Connecticut's Foundation for Building Partnerships
Connecticut is home to a network of Family Resource Centers (FRCs) and School Based Health Centers (SBHCs). Located in many districts, these school-based programs are foundational to creating community partnerships in schools. Learn more about FRCs and SBHCs.
Children’s Aid Society
Coalition for Community Schools at the Institute for Educational Leadership,
Communities in Schools
Connecticut State Department of Education
Guidelines for a Coordinated Approach to School Health
SRBI Topical Brief 3 - Scientific Research Based Interventions (SRBI) Addressing the Needs of the Whole Child: Social, Emotional, Behavioral, and Physical Health, as well as Academic Achievement in Connecticut's SRBI Process
Harvard Family Research Project
Healthy ConneCTions, Connecticut State Department of Education
National Association for Family and Community Education,
Schools of the 21st Century, Yale University
State Board of Education Position Statements:
Coordinated Approach to School Health
Creating a Healthy Learning Environment that is Physically, Emotionally and Intellectually Safe
Nutrition and Physical Activity
Youth Development Institute, Beacons and Out of School Time
Content Last Modified on 11/8/2014 11:33:27 AM
Who dismantled all social programs and services because they did not want socialism? REPUBLICAN CITIES AND STATES---- who are pushing these FIRST FIVE YEARS ----WRAP-AROUND SERVICES as hard as Clinton/Obama 1% Wall Street global corporate neo-liberals? REPUBLICANS----here we have the Milwaukee of Scott Walker---uber-right-wing pol now Governor of Wisconsin----installing these far-right authoritarian global corporate campus policies----and without coincidence---this is from where Baltimore's last Baltimore City School Board leader----Thornton came because he is a national K-12 corporate education chain employee.
I keep cautioning my conservative Republican friends here in Baltimore---if you think these far-right Republican candidates are tied to conservative values and not simply 1% Wall Street Libertarian Marxism which is the opposite of conservative Republicans-----WAKE UP----THERE IS NO LIBERTY OR FREEDOM---NO AMERICA in global corporate rule.
'2010 campaign for governor
Further information: Wisconsin gubernatorial election, 2010
Walker became an early favorite for the 2010 Republican Party endorsement for Wisconsin governor, winning straw polls of Wisconsin GOP convention attendees in 2007 and 2008. He announced his candidacy in late April 2009 after several months of previewing his campaign themes of reduced taxes and reduced spending to Republican audiences around the state. He criticized the 2009–11 Wisconsin state budget as too big given the slow economy. In 2009 and 2010, Americans for Prosperity helped raise Walker's statewide profile, inviting him to address its events and rallies throughout the state. Walker won the Wisconsin GOP convention endorsement on May 22, 2010, receiving 91% of the votes cast by delegates. He won the Republican nomination in the primary election of September 14, 2010, receiving 59% of the popular vote, while former U.S. Representative Mark Neumann garnered 39%.'
'Care Coordination Services
Wraparound Milwaukee contracts with six community agencies for the over 100 care coordinators who facilitate the delivery of services and other supports to families using a strength-based, highly individualized Wraparound approach. Wraparound Milwaukee has also organized an extensive provider network of over 200 agency and individual providers that offer an array of over 80 services to families. A Wraparound-Milwaukee-operated Mobile Urgent Treatment Team ensures families have access to crisis intervention services'.
BACKGROUND AND HISTORY
Wraparound Milwaukee is a unique system of care for children with serious emotional, behavioral, and mental health needs and their families.
It utilizes a WRAPAROUND philosophy and approach which focus on strength-based, individualized care. Combined with a unique organizational structure, Wraparound Milwaukee delivers a comprehensive and flexible array of services to youth and their families.
Wraparound Milwaukee has been in existence since 1995. It was developed out of a 6 year, $15 million federal grant that Milwaukee County received from the Center for Mental Health Services in Washington, D.C. Milwaukee County was one of the first ten such sites funded throughout the country. The intent of the federal grants was to foster the development of more comprehensive, community-based care for children with serious emotional needs and their families.
Wraparound Milwaukee was designed to reduce the use of institutional-based care such as residential treatment centers and inpatient psychiatric hospitals while providing more services in the community and in the child’s home. The federal government also stressed more family inclusion in treatment programs along with collaboration among child welfare education, juvenile justice and mental health in the delivery of services.
In 2004, Wraparound Milwaukee was named an exemplary program by the President’s New Freedom Commission on Mental Health.
Role of the Family
Wraparound Milwaukee involves families at all levels of the system and aggressively monitors quality and outcomes. It operates from a value base that emphasizes building on strengths to meet needs; one family-one plan of care; cost-effective community-based alternatives to residential treatment placements, juvenile correctional placement as appropriate, and psychiatric hospitalization; increased parent choice and family independence; and care for children in the context of their family and community.
Unique Managed Care Entity
Wraparound Milwaukee is a unique type of managed care entity. It was initiated in 1995 with a six year, $15 million grant from the Center for Mental Health Services. Its primary focus is to serve children and adolescents who have serious emotional disorders and who are identified by the Child Welfare or Juvenile Justice System as being at immediate risk of residential or correctional placement or psychiatric hospitalization. Wraparound Milwaukee serves an average enrollment of over 1000 youth and their families
A combination of state and county agencies, including the Bureau of Milwaukee Child Welfare, the County’s Delinquency and Court Services, and the State Division of Heath Care Financing who operates Medicaid, provide funding for the system. Funds from these agencies are pooled to create maximum flexibility and a sufficient funding source to meet the comprehensive needs of the families served. Part of the County’s Behavioral Health Division, Wraparound Milwaukee oversees the management and disbursements of those funds acting as a public care management entity.
Care Coordination Services
Wraparound Milwaukee contracts with six community agencies for the over 100 care coordinators who facilitate the delivery of services and other supports to families using a strength-based, highly individualized Wraparound approach. Wraparound Milwaukee has also organized an extensive provider network of over 200 agency and individual providers that offer an array of over 80 services to families. A Wraparound-Milwaukee-operated Mobile Urgent Treatment Team ensures families have access to crisis intervention services.