On September 14 the Hillsides’ leadership staff gathered for a presentation on trends in child welfare presented by Beth Skidmore, a nationally recognized consultant in child welfare and a long-time colleague and friend of mine from the east coast. She identified the following as significant trends impacting our practice: permanency planning, utilization of time delineated evidence-based treatment, cost-effective models and family friendly/oriented approaches.
For many, her message was not new, but rather reinforced what we have already been experiencing in Los Angeles. Over the past several years, the one issue that has dominated child welfare is the need to provide permanency for vulnerable children and their families. Studies show that the one decisive factor for the success of children in the foster care system is the presence of an adult, a parent or parent-like figure, who serves as an anchor throughout the significant stages of development leading to adulthood. This is so obvious to many of us, but so difficult to establish for a child with learning challenges, behavioral issues and often a fractured family.
It is within this context that Los Angeles County and others throughout the country have structured services to be time delineated, utilizing evidence-based practices to stabilize vulnerable children and begin the process of developing a permanent plan that engages families as the ultimate resource and best placement for most children.
The impact of this trend on Hillsides is significant and perhaps historic. There have been significant shifts in how we provide for the children we serve throughout our history. We have evolved from being a place offering custodial care for orphaned children to being a treatment center providing a therapeutic community that offers a nurturing place where children can be safe and secure. Today, we are called upon not so much to be an alternative to their communities of origin and their families, but rather to become a resource for families and communities as they address the challenges of caring for their most vulnerable children.
As a result, we expect the length of stay and treatment to be reduced, the utilization of researched-based practice to dominate our treatment, increased engagement of families, and a greater utilization of our capacity to accompany and support children in their communities while being ever sensitive to the cost of providing care.
In spite of what may be indeed a different treatment approach, our mission remains the same: to provide vulnerable children and their families what they need most--a supportive community offering resources that will help them achieve great dreams and hopes for a full, happy and successful life.
Stay tuned for updates on our progress on becoming a more effective organization in restoring hope to vulnerable children and their families.
Wednesday, September 29, 2010
Wednesday, September 22, 2010
Making the Connection in the Classroom
During the fall season, teachers are assessing students’ academic levels. In particular, students who have been referred to special education schools such as Hillsides Education Center have specific academic and behavioral goals they are working on that are outlined in their individualized education plan. For foster care children, researchers have identified a number of challenges these children commonly experience in the education and child welfare systems. These problems include instability, persistent low expectations, poor adult advocacy on their behalf, inadequate life-skills training, special education needs, and cultural sensitivities.
At HEC, teachers and students work together to bring consistency into their curriculum, clarify what are the expectations, provide support systems, identify social skills to help with behavioral goals, and enrich their lives with hands-on, interactive activities and outings. Although, the Child Welfare League of America points out that the rate at which foster youth complete high school (50%) is significantly below that of their peers (70%), we are delighted that Hillsides Education Center students complete high school at a higher rate of their peers (100%).
Numerous studies indicate anywhere between one-quarter and almost one-half (23%-47%) of children and youth in out-of-home care in the U.S. receive special education services at some point in their schooling, according to the National Working Group on Foster Care and Education. With that in mind, we believe it is critical to support our students in creating opportunities for them to experience successful academic and behavioral outcomes. We celebrate with them when they reach milestones. When Justin’s social impediments impacted his ability to learn, we encouraged him to make a friend. He began making notable progress in his academics. When Jada’s provocative and destructive behavior impeded her ability to learn, we advocated for her to have a one-on-one behavioral specialist. She is now close to being a model citizen.
Nationally, roughly half of all foster children will spend at least one year in foster care, with twenty percent staying longer than three years and nine percent staying for more than five years, according to the Heritage Foundation. Unlike their peers in traditional families, many foster children do not have an adequate safety net or social network and cannot rely on parents or other relatives to facilitate a smooth transition out of the home and into adulthood.
In addition, The National Conference of State Legislatures reported that foster children had “high rates of grade retention; lower scores on standardized tests; and higher absenteeism, tardiness, truancy and dropout rates” when compared to the general population. With these daunting statistics facing the vulnerable children and youth we serve, our mission is to create safe places for them to learn, grow and thrive to become productive citizens, in the classroom and in the home.
With support from individuals, corporations, and organizations, we are able to enhance the student’s experience while enrolled at Hillsides Education Center. SMART Boards, interactive whiteboards that integrate technology, are installed in every classroom. Vocational training offers students hands-on experience. A monthly visiting artist program boosts self-confidence in students. A stunning children’s library with more than 8,000 is the setting for ongoing author visits and reading with the students. We can do more to connect our students with the curriculum.
I encourage you to contact our director of community resources and offer your talent, time or treasure. Our librarian encourages any individual who has a talent, ranging from beading to cooking, to contact her. She designs a reading session with students by integrating your skill or talent and offering reading books that relate to the topic. She connects the reading and activity in various ways to engage students and help them with their IEP goals, including self-confidence.
If you would like to make a connection with Hillsides Education Center or Hillsides, call 323-254-274 ext. 251, visit http://www.hillsideseducationcenter.org/ to learn more about our programs or see how you can fulfill one of our wishes.
At HEC, teachers and students work together to bring consistency into their curriculum, clarify what are the expectations, provide support systems, identify social skills to help with behavioral goals, and enrich their lives with hands-on, interactive activities and outings. Although, the Child Welfare League of America points out that the rate at which foster youth complete high school (50%) is significantly below that of their peers (70%), we are delighted that Hillsides Education Center students complete high school at a higher rate of their peers (100%).
Numerous studies indicate anywhere between one-quarter and almost one-half (23%-47%) of children and youth in out-of-home care in the U.S. receive special education services at some point in their schooling, according to the National Working Group on Foster Care and Education. With that in mind, we believe it is critical to support our students in creating opportunities for them to experience successful academic and behavioral outcomes. We celebrate with them when they reach milestones. When Justin’s social impediments impacted his ability to learn, we encouraged him to make a friend. He began making notable progress in his academics. When Jada’s provocative and destructive behavior impeded her ability to learn, we advocated for her to have a one-on-one behavioral specialist. She is now close to being a model citizen.
Nationally, roughly half of all foster children will spend at least one year in foster care, with twenty percent staying longer than three years and nine percent staying for more than five years, according to the Heritage Foundation. Unlike their peers in traditional families, many foster children do not have an adequate safety net or social network and cannot rely on parents or other relatives to facilitate a smooth transition out of the home and into adulthood.
In addition, The National Conference of State Legislatures reported that foster children had “high rates of grade retention; lower scores on standardized tests; and higher absenteeism, tardiness, truancy and dropout rates” when compared to the general population. With these daunting statistics facing the vulnerable children and youth we serve, our mission is to create safe places for them to learn, grow and thrive to become productive citizens, in the classroom and in the home.
With support from individuals, corporations, and organizations, we are able to enhance the student’s experience while enrolled at Hillsides Education Center. SMART Boards, interactive whiteboards that integrate technology, are installed in every classroom. Vocational training offers students hands-on experience. A monthly visiting artist program boosts self-confidence in students. A stunning children’s library with more than 8,000 is the setting for ongoing author visits and reading with the students. We can do more to connect our students with the curriculum.
I encourage you to contact our director of community resources and offer your talent, time or treasure. Our librarian encourages any individual who has a talent, ranging from beading to cooking, to contact her. She designs a reading session with students by integrating your skill or talent and offering reading books that relate to the topic. She connects the reading and activity in various ways to engage students and help them with their IEP goals, including self-confidence.
If you would like to make a connection with Hillsides Education Center or Hillsides, call 323-254-274 ext. 251, visit http://www.hillsideseducationcenter.org/ to learn more about our programs or see how you can fulfill one of our wishes.
Tuesday, September 14, 2010
New York Times Article Raised Questions About Treatment
Many of you read an article published in the New York Times on September 2 and written by Duff Wilson entitled, “Child’s Ordeal Shows Risks o Psychosis Drugs or Young.” The article addresses the use of psychosis drugs in the treatment of children with emotional and mental health issues. Occasionally, articles that address this issue give rise to questions about how we at Hillsides care for many of the children and the youth in our residential treatment program who often arrive here on some sort of medication.
As you can imagine, there are many risks associated with treating youngsters with any type of drug. For those children for whom drugs have been prescribed it is important to provide them with an initial screening to confirm the use of the medication and observe its overall effects. All medication is monitored by one of three psychiatrists that serve our residents and medication is administered by registered nurses. In addition, all staff are instructed on the side effects of these medications.
All things being equal there should always be some reluctance to prescribe psychosis drugs. For many children they can be very effective to improve functioning and manage impulse. These benefits of course need to be compared by the often unknown effects from long-term use. Our overall approach is to be cautious in using medication and always couple it with a strength-based behavioral approach to support the child in both the education and residential setting.
For anyone who is challenged by a child with emotional or behavioral disorders it is important to know that there are some very effective medications to treat these issues, but medication alone is not the best approach. Managing the environment around the child coupled with a strength-based positive approach can often provide less dependence on drugs and an opportunity to develop some very important managing skills that result in improved functioning.
Moving Art Exhibit
Last Friday we were treated to an extraordinary art exhibit prepared by many of our residents, a result of a summer art program led our out Kim Ha, director of Hillsides art program. Many wonderful pieces were displayed, but I share this one with you because I believe it demonstrates the power of art to be therapeutic. This particular painting was done by one of our residents when she was in a great deal of emotional distress. She arrived at the art studio crying, asking to paint and out of her pain came this moving piece. Kim says that she finished the piece by massaging with her fingers the heart she had painted, providing such a dramatic effect and eliciting a moving reaction. Kudos to Kim Ha, his assistant Michael, also a YMO resident, and all the great young artists of Hillsides.
As you can imagine, there are many risks associated with treating youngsters with any type of drug. For those children for whom drugs have been prescribed it is important to provide them with an initial screening to confirm the use of the medication and observe its overall effects. All medication is monitored by one of three psychiatrists that serve our residents and medication is administered by registered nurses. In addition, all staff are instructed on the side effects of these medications.
All things being equal there should always be some reluctance to prescribe psychosis drugs. For many children they can be very effective to improve functioning and manage impulse. These benefits of course need to be compared by the often unknown effects from long-term use. Our overall approach is to be cautious in using medication and always couple it with a strength-based behavioral approach to support the child in both the education and residential setting.
For anyone who is challenged by a child with emotional or behavioral disorders it is important to know that there are some very effective medications to treat these issues, but medication alone is not the best approach. Managing the environment around the child coupled with a strength-based positive approach can often provide less dependence on drugs and an opportunity to develop some very important managing skills that result in improved functioning.
Moving Art Exhibit
Wednesday, September 8, 2010
Back to School is an Exciting Beginning to New Academic Year
Back to school season offers parents and students an exciting beginning to a new academic year. An opportunity to start fresh, learn new concepts, and reconnect with friends, school can be welcoming after a summer lull. Some parents anxiously await to the return of a routine and students are excited to socialize on campus. While some students are looking forward to their friends, others may have some apprehension to staring the new school year.
No matter what the sentiment may be, Hillsides Education Center teachers and administrators are here to meet the individual needs of each student. In this highly structured learning environment, students learn instruction using various methods. HEC is committed to reflective teaching and fostering an ethic of caring about each student’s uniqueness. Teachers at HEC focus on academic content as they relate to the students’ past experiences. Artistic problem solving is also encouraged in an effort to make the student’s educational experience more meaningful. Teachers are continually finding new ways to adapt the curriculum to relate to a student’s background, interests and needs.
Our teaching community is very stable with a low turnover rate. Staff includes credentialed special education teachers, instructional aides, licensed clinical social workers, and a speech therapist. Credentials vary from Learning Handicapped Specialist, Clear Level-II Education Specialist, and Preliminary Level-I Education Specialist. Staff members share the teaching philosophy that all children and teens regardless of their behavioral issues or/and challenges can learn in the appropriate setting. Here’s a look at a few of our administrators.
Jay Bechtol, M.S.W., director of Hillsides Education Center, supervises the HEC staff that consists of seven teachers, 28 teacher’s aides and five support staff. He also coordinates access to the services of nurses, therapists, psychiatrists, and music and art therapists through Hillsides’ residential treatment program, which is located on the same campus. Jay has been with Hillsides for twenty years.
Kerry Webber, assistant director of HEC, is responsible for student admissions, facilitates student enrollment based on openings, and provides student counseling. In addition, Kerry oversees the therapeutic component, developing behavioral plans that are integrated in the individualized education plan. Kerry has been employed by Hillsides for more than twenty years of which 14 years have been with Hillsides Education Center.
No matter what the sentiment may be, Hillsides Education Center teachers and administrators are here to meet the individual needs of each student. In this highly structured learning environment, students learn instruction using various methods. HEC is committed to reflective teaching and fostering an ethic of caring about each student’s uniqueness. Teachers at HEC focus on academic content as they relate to the students’ past experiences. Artistic problem solving is also encouraged in an effort to make the student’s educational experience more meaningful. Teachers are continually finding new ways to adapt the curriculum to relate to a student’s background, interests and needs.
Our teaching community is very stable with a low turnover rate. Staff includes credentialed special education teachers, instructional aides, licensed clinical social workers, and a speech therapist. Credentials vary from Learning Handicapped Specialist, Clear Level-II Education Specialist, and Preliminary Level-I Education Specialist. Staff members share the teaching philosophy that all children and teens regardless of their behavioral issues or/and challenges can learn in the appropriate setting. Here’s a look at a few of our administrators.
Jay Bechtol, M.S.W., director of Hillsides Education Center, supervises the HEC staff that consists of seven teachers, 28 teacher’s aides and five support staff. He also coordinates access to the services of nurses, therapists, psychiatrists, and music and art therapists through Hillsides’ residential treatment program, which is located on the same campus. Jay has been with Hillsides for twenty years.
Kerry Webber, assistant director of HEC, is responsible for student admissions, facilitates student enrollment based on openings, and provides student counseling. In addition, Kerry oversees the therapeutic component, developing behavioral plans that are integrated in the individualized education plan. Kerry has been employed by Hillsides for more than twenty years of which 14 years have been with Hillsides Education Center.
Jay and Kerry cultivate relationships with many school districts and inform them on the curriculum and extracurricular activities we offer our students. Students are referred from 31 school districts, including Los Angeles and Pasadena. For a complete list of our school districts and to learn more about our special education, nonpublic school, visit www.HillsidesEducationCenter.org.
Wednesday, September 1, 2010
A Look at a Student's Profile and Value Added in our Progams
Hillsides Education Center’s school year begins next week, and I thought it would be important to profile one of our students to give our advocates an idea of who we serve at our nonpublic special education school. Students who attend HEC must be referred by their hometown school districts and have an individualized education plan (IEP). Not all students live at Hillsides. Some live in the community with their parents, relatives or other caregivers. Students who have IEPs are identified with learning challenges, and may have behavioral issues that make it difficult for them to achieve academic successes in the least restrictive environment, namely, a public school.
David, 13, was a student that lived with his parents in the community. On the autism spectrum, he struggled in previous schools before coming to HEC. David had difficulty socially, staying in class, was easily agitated with all social activities that went along with school.
By the end of the year, David made friends, accessed the curriculum and was learning material that the teacher presented. According to Jay Bechtol, director of Hillsides Education Center, David’s social impediments were impacting his ability to learn previously. With support of his team on campus, David was able to focus and learn, deal with social issues, and make notable progress in his academics. What makes this possible for David and so many other students who find themselves having challenges academically and socially while at school? At Hillsides Education Center, 84 students are placed in a learning environment and situation where teachers and assistants work with the child to identify strengths, solve problems, and accept support in order to achieve significant outcomes they can be proud of.
Value Added Approach
Many of you have been following the Los Angeles Times series on the quality of education within the Los Angeles Unified School District. What is proposed in these articles is a method known as “value added” to the evaluation and rating of instructors and actual schools as one way for parents to be informed about the quality of the education that their children receive. It has generated some controversy and hopefully, a good public discussion on our need to assure quality education for all the children served through LAUSD.
What is interesting about the value added approach is that it compares individual student performance projections with actual achievement and then assigns value to the instructors who presumably help the student exceed the projected performance level. Interesting assumption!
Expectations can have a powerful effect on outcomes. Though we always welcome expectations that are reasonable and achievable, I suggest that we also need to establish expectations that motivate and therefore help us to exceed current levels of performance.
How should we measure our performance here at Hillsides?
What is the” value added” that we provide the children, youth and families we serve?
However we choose to measure the quality of the care we offer, we certainly cannot be satisfied with just an improvement of behavior, but rather expect and strive for the kind of well being that allows our children and their families to be restored to the highest level of functioning possible, nothing less.
In an effort to strengthen our capacity to deliver such quality care, Hillsides, throughout the next few months, will be examining possible national accreditation as a way of establishing clearly stated expectations for all aspects of our services and administration. Look for updates on this process here on the blog and follow along as we attempt to also provide a “value added” approach to the services we provide for whom we care.
Update on AB 12
(Excerpt from The John Burton Foundation regarding California Fostering Connections)
Yesterday afternoon, AB 12 passed in the California State Senate on a vote of 26 to 8, with 5 abstentions. Then last night, AB 12 went back to the Assembly, which approved the final version of AB 12 on a vote of 73 to 2!
Just yesterday, the U.S. Bureau of Labor Statistics announced that youth unemployment hit 51.1%, the highest rate since the government started collecting this data in 1948. The need is so clear and AB 12 can address it with newly available federal funding.
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