Tic-Tac Case Work

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

That gender of the child is a strong predictor of how parents behave toward their children and in the selection of the toys and clothes they give to them. Boys are allowed more

I am interning at Children’s Home and Aid for the Redeploy Illinois Program. Redeploy is a program that involves community involvement, alternative treatment, and local services for juvenile offenders to prevent juveniles from being incarcerated. Redeploy is a program that allows youth to turn their lives around and get a second chance in society. I have the pleasure of working with Case Workers that help youth become less deviant and deter them from future criminal acts. I noticed that there are more males than females in this program. Yet, the females’ files are thicker than the male files. I found it interesting as to why they’re more males in the program than females in the Redeploy program.

Evidence-based studies imply that youth of color are being placed in detention at a higher rate all throughout juvenile justice system not only in Kentucky but, nationwide. Disproportionate minority contact (DMC) in juvenile justice alludes to youth of color being place into the system at a greater rate than their Caucasian counterparts. All races break the law at about the same rate; however, youth of color are arrested, charged and institutionalized at a higher percentage than Caucasians for similar offenses. African-Americans made up 16 percent of all youth in the United States, but constituted 28 percent of youth arrests, 30 percent of referrals to juvenile court, 37 percent of detained youth, 34 percent of youth formally processed by juvenile court, 30 percent of youth adjudicated delinquent, 35 percent of youth judicially waived to criminal court, 38 percent of youth in residential placement, and 58 percent of youth sent to state adult prisons. (Grieshop et al 2009)

For the Fall of 2016, I worked at Cornatzer Elementary School in Davie County. Cornatzer Elementary School was a Title I school where 60% of the students were considered economically disadvantaged and qualified for free/reduced lunch. I worked in a 1st grade classroom that was composed of 25 students; out of those 25, 15 were male and 10 were female. The majority of the class was Caucasian; however, there were 4 Hispanic children, and 1 of two or more races. During a typical week, we had 5 children who received pull out services. Specifically, we had one student who qualified for English Language Learner (ELL) services, 3 students who solely needed speech services, and 1 student who received speech and behavior interventions.

Many Americans pretend that the days of racism are far behind; however it is clear that institutional racism still exists in this country. One way of viewing this institutional racism is looking at our nation’s prison system and how the incarceration rates are skewed towards African American men. The reasons for the incarceration rate disparity are argued and different between races, but history points out and starts to show the reason of why the disparity began. Families and children of the incarcerated are adversely affected due to the discrimination as well as the discrimination against African American students and their likelihood of going to prison compared to the white student. African American women are also affected by the

Analyzing teens from minority backgrounds within the juvenile justice system will also be necessary to understand why/how they were removed from their educational institutions. This is that research by Hsia, Bridges, and McHale reports, “Minority youth comprise over 60 percent of children detained by juvenile justice systems across the United States, (as cited in Nicholson-Crotty, Birchmeier, and Valentine, 2009, p. 1003). Exploring and understanding the experiences minority students have with suspensions, expulsions, and the juvenile justice system will help create an advocacy plan that provides better intervention for misbehaviors, rather than removing them from their educational

Disproportionality in different races has become more observed. “Children of color may stay in care longer because they take longer to exit the child welfare system” (Harris-Hackett 2). They were represented in high percentages more than white children. “Children of color were more likely to be represented among referrals investigated, placed in out of home care, have longer lengths of stay and wait longer for adoption”( Harris-Hackett 1). “They claimed children of color are more likely to be poor and being poor can lead to abuse” (Harris-Hackett 2). Most of the children there were abused and didn’t just come from a family that was in

Disparities and inequities are impacting families and communities of color in disproportional rates. The child welfare system is no exception. Solutions are as complex as the issue itself but finding new ways to engage with the families we work with can draw out a more comprehensive understanding of the issues and concerns they face.

This reflection paper has been written in response to the diversity, inclusivity, and social justice topics that were discussed in class. Understanding these core elements is imperative to being an insightful, capable and well-rounded Resident Assistant.

Minority youth are disproportionately represented throughout juvenile justice systems in nearly every state in the nation. Disproportionate minority contact (DMC) in juvenile justice occurs when minority youth come into contact with the system at a higher rate than their white counterparts. African-Americans, Hispanics, Asians, Pacific Islanders and Native Americans comprise a combined one-third of the nation's youth population. Yet they account for over two-thirds of the youth in secure juvenile facilities (Armour & Hammond, 2009).

The DMC, Diversion Male Court, in Texas knows how to help their students. The DMC is a juvenile justice program, but it is unlike no other. This program actually helps the students by having colored workers; which is something very important to topics like these as more colored teens are sent to these programs rather than those who are non-colored, and by teaching them lessons. “George Ashford is the judge at DMC. He says the program is about more than simply telling the boys to stay out of trouble. He and his team teach the boys life lessons about accountability, respect, responsibility and empathy.” This one way the juvenile justice centers would be beneficial to those who are enrolled in

Studies have shown that racism is one of the main challenges affecting social workers in America. In particular, African American males involved in community work are mainly affected by the identity of being black. This is because mainly community work involves interaction with the American people.

Racial disproportionality and disparity in child welfare represents a complex phenomenon emanating from historical theoretical socioeconomic and policy trends that has shaped this service over the past several decades. There are many theories that have been proposed explain why racial disproportionality and disparity exists in child welfare. It has been recognized the underlying roots of racial disproportionality and disparity are complex and often coexists. Racial disproportionate in child welfare will be the focus of this research. I will focus on is Racial Bias and Discrimination of child welfare agencies, particularly the child protective services.

The class I was in when observing had boys and girls raging from ages of 3 to 5 with two female teachers. Ages 3, 4 and 5 are years with huge growth in developmental milestones for kids. They go through many physical, cognitive, emotional/social and language changes from the time the become young children instead of toddlers. Observing a room full of girls and boys I got to compare and contrast the differences in the way each gender develops. It is said girls and boys usually develop at different rates. During my observations I saw that girls and boys not necessarily developed at different rates, but develop in different areas quicker than the other gender. Physically yes, boys were slightly taller and more filled out than girls. Both genders were very high energy,