Bridge Resource Family Handbook Strengthening Families Helping Children Stay Connected

Total Page:16

File Type:pdf, Size:1020Kb

Bridge Resource Family Handbook Strengthening Families Helping Children Stay Connected Bridge Resource Family Handbook Strengthening Families Helping Children Stay Connected Oklahoma Department of Human Services 8-2 Child Welfare Services 1-9 Bridge Resource Family Handbook Strengthening Families Helping Children Stay Connected Acknowledgements Portions adapted with permission from the Oklahoma State Department of Health Good Health Handbook. Portions adapted with permission from the Illinois Department of Children and Family Services Foster Family Handbook. If you would like a copy of this guidebook on a CD, contact the Bridge Family Resource Center at 1-800-376-9729 Copies are available for download at www.okbridgefamilies.com. DHS Pub. No. 09-351 Revised 7/2014 This publication is authorized by Oklahoma Department of Human Services Director Ed Lake and printed by DHS in accordance with 8-2state and federal regulations at a cost of $16,650.52 for 6,109 copies. Copies have been deposited with the Publications Clearinghouse1-9 of the Oklahoma Department of Libraries. DHS offices may request copies on ADM-9 (23AM009E) electronic supply orders. Members of the public may obtain copies by calling 1-877-283-4113 (toll free), by faxing an order to (405) 962-1741, or by downloading a copy at www.okdhs.org/library. Table of Contents Section 1....................................................................................Welcome Welcome to the Oklahoma Department of Human Services.................................................1-1 Bridge Resource Family ........................................................................................................................1-1 DHS Practice Standards and Bridge Resource Family Guiding Principles......................1-2 DHS Policy ..................................................................................................................................................1-5 DHS Organization ....................................................................................................................................1-6 DHS Organizational Chart....................................................................................................................1-8 DHS Regional Map..................................................................................................................................1-9 DHS Directory – County Offices.....................................................................................................1-10 Section 2...................................................Trauma-Informed System What is Trauma?.....................................................................................................................................2-2 Resilience in Children.............................................................................................................................2-3 Trauma-Focused Treatment................................................................................................................2-4 Medication..................................................................................................................................................2-5 Trauma-Informed Resources ..............................................................................................................2-5 Self-Care — Caregivers Also Need Care.........................................................................................2-6 Section 3. ...............................................Rights and Responsibilities Resource Parents’ Rights....................................................................................................................3-1 Resource Family Inquiries and Requirements .............................................................................3-3 Resource Parents’ Roles and Responsibilities............................................................................3-5 Resource Specialists’ Roles and Responsibilities ......................................................................3-8 Parental Substitute Authority.........................................................................................................3-10 Discipline..................................................................................................................................................3-10 8-2 Religious and Cultural Observations.............................................................................................1-93-14 Confidentiality.........................................................................................................................................3-14 Child Welfare Investigations............................................................................................................3-16 Fair Hearings..........................................................................................................................................3-19 Written Plan of Compliance.............................................................................................................3-19 Section 4. .......... Out-of-Home Care – Bridge Resource Parent Children’s Rights......................................................................................................................................4-1 The Sibling Bond.......................................................................................................................................4-2 Visitation.....................................................................................................................................................4-5 Frequently Asked Placement Questions ........................................................................................4-8 Considering a Placement......................................................................................................................4-9 When a Child is Placed.......................................................................................................................4-10 Protecting and Nurturing Children ...............................................................................................4-11 Ways to Integrate a Child into the Resource Home..............................................................4-12 Building a Relationship with the Child..........................................................................................4-12 Travel and Vacations...........................................................................................................................4-13 Life Books ................................................................................................................................................4-13 When a Child Leaves...........................................................................................................................4-14 Section 5................................................................................. Teamwork Members of the Team...........................................................................................................................5-1 Family Team Meeting.............................................................................................................................5-4 Initial Meeting ...........................................................................................................................................5-5 Reassessment ..........................................................................................................................................5-5 Section 6..................................................Bridge Kinship Resources Family Assessment.................................................................................................................................6-1 8-2Pre-Service Training ...............................................................................................................................1-96-1 Contract ......................................................................................................................................................6-2 Kinship and Temporary Assistance for Needy Families ..........................................................6-2 Child Care ...................................................................................................................................................6-2 Discipline in Kinship Resources.........................................................................................................6-2 Kinship Training Stipend.......................................................................................................................6-2 Kinship Start-Up Stipend......................................................................................................................6-3 What You Need to Know About Becoming a Bridge Kinship Resource ...........................6-3 Section 7.............................................................Financial Assistance Maintenance Payment...........................................................................................................................7-1 Claims...........................................................................................................................................................7-1 Difficulty of Care ......................................................................................................................................7-2 Social Security Survivors’ Benefits and Supplemental Security Income Benefits........7-4 Section 8..................................................
Recommended publications
  • Distance Learning Solutions and Child Development During the COVID-19 Lockdown
    DISCUSSION PAPER SERIES IZA DP No. 13819 Learning at Home: Distance Learning Solutions and Child Development during the COVID-19 Lockdown Hugues Champeaux Lucia Mangiavacchi Francesca Marchetta Luca Piccoli OCTOBER 2020 DISCUSSION PAPER SERIES IZA DP No. 13819 Learning at Home: Distance Learning Solutions and Child Development during the COVID-19 Lockdown Hugues Champeaux Luca Piccoli CERDI, Universite Clermont Auvergne and University of Trento and IZA CNRS Lucia Mangiavacchi University of Perugia and IZA Francesca Marchetta CERDI, Universite Clermont Auvergne and CNRS OCTOBER 2020 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. ISSN: 2365-9793 IZA – Institute of Labor Economics Schaumburg-Lippe-Straße 5–9 Phone: +49-228-3894-0 53113 Bonn, Germany Email: [email protected] www.iza.org IZA DP No.
    [Show full text]
  • Young Adult Realistic Fiction Book List
    Young Adult Realistic Fiction Book List Denotes new titles recently added to the list while the severity of her older sister's injuries Abuse and the urging of her younger sister, their uncle, and a friend tempt her to testify against Anderson, Laurie Halse him, her mother and other well-meaning Speak adults persuade her to claim responsibility. A traumatic event in the (Mature) (2007) summer has a devastating effect on Melinda's freshman Flinn, Alexandra year of high school. (2002) Breathing Underwater Sent to counseling for hitting his Avasthi, Swati girlfriend, Caitlin, and ordered to Split keep a journal, A teenaged boy thrown out of his 16-year-old Nick examines his controlling house by his abusive father goes behavior and anger and describes living with to live with his older brother, his abusive father. (2001) who ran away from home years earlier under similar circumstances. (Summary McCormick, Patricia from Follett Destiny, November 2010). Sold Thirteen-year-old Lakshmi Draper, Sharon leaves her poor mountain Forged by Fire home in Nepal thinking that Teenaged Gerald, who has she is to work in the city as a spent years protecting his maid only to find that she has fragile half-sister from their been sold into the sex slave trade in India and abusive father, faces the that there is no hope of escape. (2006) prospect of one final confrontation before the problem can be solved. McMurchy-Barber, Gina Free as a Bird Erskine, Kathryn Eight-year-old Ruby Jean Sharp, Quaking born with Down syndrome, is In a Pennsylvania town where anti- placed in Woodlands School in war sentiments are treated with New Westminster, British contempt and violence, Matt, a Columbia, after the death of her grandmother fourteen-year-old girl living with a Quaker who took care of her, and she learns to family, deals with the demons of her past as survive every kind of abuse before she is she battles bullies of the present, eventually placed in a program designed to help her live learning to trust in others as well as her.
    [Show full text]
  • Protect Children, Not Guns 2019 1 Introduction
    PROTECT CHILDREN NOT GUNS 2019 Mission Statement he Children’s Defense Fund Leave No Child Behind® mission is to ensure every child a T Healthy Start, a Head Start, a Fair Start, a Safe Start and a Moral Start in life and successful passage to adulthood with the help of caring families and communities. For over 40 years, CDF has provided a strong, effective and independent voice for all the children of America who cannot vote, lobby or speak for themselves. We pay particular attention to the needs of poor and minority children and those with disabilities. CDF educates the nation about the needs of children and encourages preventive investments before they get sick, drop out of school, get into trouble or suffer family breakdown. © 2019 Children’s Defense Fund. All rights reserved. Table of Contents Introduction .......................................................... 2 Overview .............................................................. 5 Select Shootings Involving Children in the Past 12 Months. 7 Child and Teen Gun Deaths ..........................................11 Child and Teen Gun Injuries .........................................19 International Gun Death Comparisons ..............................23 Progress Since Parkland .............................................29 We Can Do Better: We Must Strengthen Laws to Save Lives. .33 Stand Up and Take Action ...........................................39 Appendices .......................................................... 41 Endnotes ............................................................50 Protect Children, Not Guns 2019 1 Introduction On April 20, 1999, Americans witnessed a once unthinkable and now unforgettable tragedy at Columbine High School. We watched in horror as frightened children fled with their hands up, frantic parents tried to reunite with their children, and traumatized survivors told reporters about the violence they witnessed. It was the first time many of us saw these terrifying scenes. But it was far from the last.
    [Show full text]
  • Packing for an Adventure at Timberlake
    PACKING FOR AN ADVENTURE AT TIMBERLAKE Choose your vessel! Trunks are good for staying organized and have nostalgic charm. However, they do not ship well and cannot be taken on the bus from NYC. If you choose to bring up a trunk in your car, just make sure it is no more than 19" tall so that it fits under the bunk. Duffel Bags are a good alternative. Label Everything I figure each camper brings about 200 items, so that's over 20,000 items to be misplaced and mixed up at camp. If it's labeled, we can return it. We provide laundry service every 7-10 days Each camper can contribute clothes to the “cabin” bag to be sent away to be cleaned and dried at a local facility. Simple Living Think practicality, comfort, and affordability. Please let us know if you need support in borrowing any clothing or equipment before buying things brand new. Sleeping pads, hiking backpacks are all items we can loan out. We encourage kids to explore at camp which often means getting dirty and wearing practical clothes. Check out some cabin and toilet pictures at the end of this document. Clothing □ 7-9 pairs of underwear □ 6-9 pairs of regular socks (cotton or some other suitable material). Lightweight wool socks can be worn several days in a row, retain less odor and keep you warm when they are wet. □ 2 pairs of hiking socks to be worn with boots (allow for some shrinkage when they are washed and dried) □ 1 pairs of long underwear (separate top and bottom) made of polypro, wool or fleece/capilene….not cotton □ 1-2 long-sleeved shirts □ 2-4 pairs of shorts, at least one of which should be made of non-cotton material, loose fitting and cut above the knee, for hiking □ 2-3 pairs of long pants or jeans, at least one pair of which should be non-cotton.
    [Show full text]
  • BRITISH FAMILIES in LOCKDOWN STUDY: the Impact of COVID 19 on Education and Children’S Services C
    BRITISH FAMILIES IN LOCKDOWN STUDY: The Impact of COVID 19 on Education and Children’s Services C. Clayton, R. Clayton and M. Potter. Leeds Trinity University ‘British Families in Lockdown’ is a qualitative study led by Leeds Trinity University which has investigated the day-to-day experiences of British families during the first seven weeks of lockdown. Fifty-six families from a diverse set of socio-economic backgrounds, geographies, religions and cultures participated in telephone or video calling semi-structured interviews and they shared their detailed, personal stories and experiences of employment, children’s schooling, health, well-being, family life, leisure time and technology use during the first phase of lockdown. Outside of this study, reported Covid-19 evidence is overwhelmingly quantitative based, scientific, clinical, anecdotal or journalistic, as such, these qualitative insights will help build a more rounded picture of British family experiences. The study was quick to respond to the pandemic and is one of the few qualitative studies collecting data from the UK population during the initial stage of lockdown. Our initial findings demonstrate some of the complex ways in which Covid-19 has impacted children’s services and education. Our data supports quantitative reports to some extent but there is contrasting evidence and wider issues to also consider. SUMMARY OF MAIN FINDINGS Some families who were provided a school place for their child, did not necessarily take up the school offer. They felt that keeping their children at home was safer. Access to support services for some families discontinued and there was limited, or no further contact made with the children during the initial period of lockdown.
    [Show full text]
  • Extra Bunk & Bedding Litera Extra Y Ropa De Cama / Lit Extra Et Literie
    Mounting the Bunk Bed on the Extra Bunk Bed. Components Montar la litera sobre la otra litera. Componentes / Composants Monter le Lit de camp superposé sur le Lit extra. 1 - Bed 1 - cama 1 - lit Extra Bunk & Bedding 1 - Mattress 1 - colchón 1 - matelas 1 - Pillow 1 - almohada 1 - oreiller Litera extra y ropa de cama / Lit extra et literie 1 - Bedspread 1 - cobertor 1 - couverture 1 - Bed Caddy 1 - estuche de cama 1 - étui Adult assembly is required. Requiere montaje por un adulto. / Doit être assemblé par un adulte. 2 - Stationery 2 - tarjetas 2 - articles de papeterie 2 - Postcards 2 - postales 2 - cartes postales Tool needed: Allen wrench (included). Phillips screwdriver (not included). 1 - Name board 1 - pizarra de nombre 1 - tableau Herramienta necesaria: Llave inglesa (incluida). Destornillador de estrella (no incluido). 1 - Bin 1 - cajón 1 - boîte Outil requis pour l’assemblage et l’installation des piles: Clé Allen (incluse). 1 - Assembly Hardware 1 - piezas de montaje 1 - pièce d'assemblage tournevis cruciforme (non fourni). This product contains a sharp edges. CAUTION: For assembly by an adult. Take extra care during unpacking and assembly. Keep these instructions for future reference as they contain important information. Questions or comments? Call 1-800-845-0005, visit americangirl.com, or write to American Girl, P.O. Box 620497, Middleton, WI 5 3562-0497 Este producto contiene bordes filosos. Guardar estas instrucciones para futura referencia, ya que contienen información de importancia acerca de este producto. Si tienes alguna pregunta o comentario, en los E.U.A., llama al 1-800-845-0005, visita americangirl.com A ser ensamblado por un adulto.
    [Show full text]
  • Safety Tip: Bunk Bed Safety
    Safety Tips Bunk Bed Safety Sleeping in a bunk bed can be kind of fun. For kids, climbing up a ladder and sleeping within arm’s reach of a cabin’s ceiling is a pretty neat experience: it’s a different way of seeing the cabin, and sleeping in the top bunk is rightfully taken as a sign that a youth is mature enough for Scouters to trust them with the privilege. It’s important not to overlook what makes sleeping on an upper bunk special, however: there is a very real element of risk. Every year, Scouting youth are seriously injured when they forget to act safely when in a bunk bed. Injuries reported to Safe Scouting in the last two years include concussions, dental injuries, a broken wrist and a broken neck. A recent incident highlighted just how serious a bunk-bed-related accident can be. A youth sleeping in a top bunk woke up in the night needing to go to the washroom. In sock feet, the youth started down the bunk bed’s ladder. It was dark in the cabin, and the youth slipped and fell to the floor, hitting his head and fracturing his femur. The injury required surgery, and the youth faced a lengthy recovery. Follow these safety tips to make bunk bed incidents like this one less likely: • Share a safety talk. When youth arrive at their cabin, share • Inform parents. Let parents know if bunk beds will be a safety talk. Remind youth in top bunks to be mindful of the used on a camp.
    [Show full text]
  • Promoting Parents' Social Capital to Increase Children's Attendance In
    ACCEPTED: JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS PARENTS’ SOCIAL CAPITAL & CHILDREN’S ATTENDANCE Promoting Parents’ Social Capital to Increase Children’s Attendance in Head Start: Evidence from an Experimental Intervention Teresa Eckrich Sommer, Terri J. Sabol, P. Lindsay Chase-Lansdale Northwestern University Mario Small Harvard University Henry Wilde Acelero Learning Sean Brown The University of New Mexico Zong Yang Huang Northwestern University Acknowledgements: The authors would like to thank Ascend at the Aspen Institute, especially Anne Mosle and Sarah Haight, for funding and promoting this work. We are grateful to Lori Levine, Jeannette Baker, and Cate Todd Smith at Acelero Learning who were central to program implementation and data collection. At Northwestern University, we acknowledge members of our Northwestern Two-Generation Research Initiative team: Elise Chor, Ummul Kathawalla, Amy Glazier-Torgerson, and Allie Cooperman. And, most importantly, we appreciate deeply the families whose investment in their children made this research possible. This article has been published by Taylor & Francis in the Journal of Research on Educational Effectiveness, available online: http://www.tandfonline.com/doi/abs/10.1080/19345747.2016.1258099 ACCEPTED: JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS PARENTS’ SOCIAL CAPITAL & CHILDREN’S ATTENDANCE Abstract Improving children’s attendance is a high priority for Head Start and other early childhood education programs serving low-income children. We conducted a randomized control trial in a major northern city to evaluate the impact of a low-cost intervention designed to promote parents’ social capital as a potential influence on children’s attendance in Head Start centers. The intervention assigned children to treatment group classrooms based on (1) neighborhood of residence (geography condition) or (2) the geography condition plus the opportunity for parents to form partnerships in support of their children’s attendance, or to control group classrooms according to Head Start guidelines only.
    [Show full text]
  • Chinese Funeral Traditions the Rules Around Death Are Very Important To
    Chinese Funeral Traditions The rules around death are very important to all members of Chinese society. Special attention is paid to the care of the dead and very specific rules are followed. It is widely believed that bad luck will come to the family that does not honor the rules. In Chinese culture, traditions can vary depending on the deceased’s role in the family, their age, the manner of death, and their position in society. Care for one’s parents is complete and without question, so when a parent or elder dies, funeral planning falls to the eldest son and his children. A parent may not perform funeral planning for their child, so an unmarried person is taken to a funeral home upon death. Chinese rules also say that an older person must not show formal respect to a younger person. A child is therefore buried in silence and no funeral ceremonies are performed. Funeral traditions differ throughout China. Some Chinese people follow Christian beliefs and burial traditions. In Mainland China, there is land available for cemeteries, so Christian burials take place. Some Chinese people believe in the teachings of Buddha. In Hong Kong, the Buddhist practice of cremation is encouraged because the land there is needed for farming. Chinese Christians Many Chinese Christians believe a person’s body should be at home at the time of death. Often, a person who is dying in a hospital will be brought home to die peacefully, surrounded by loving family members and friends. When a death occurs, the family will immediately remove any mirrors from the home.
    [Show full text]
  • High School Field School Gear List
    NOTE If desired, you may ship your child’s gear to Crow Canyon ahead of time. Please see “Getting You & Your Gear High School Field School to Crow Canyon” for instructions. Gear List Students should bring the following gear for their program. There are no laundry facilities on campus, but we will take students into town twice to do laundry. Be sure your child brings laundry money and enough clothes to last a week. Bedding and Towels (don’t forget these!) Sleeping bag (for camping) and sheet/blanket (if desired for bunk bed in lodge) Pillow (if desired) Towel and washcloth Clothing Jeans/pants, shorts (lightweight, long pants are better for fieldwork than jeans or shorts) T‐shirts (tank tops and halter tops are not recommended) Lightweight, long‐sleeved shirts (these are cooler than short‐sleeved shirts in the field) Socks and underwear Pajamas or other sleepwear; bathrobe, if desired Sweater or sweatshirt Windbreaker or jacket Wide‐brimmed hat (a must for sun protection) Rain gear Bandana Comfortable walking shoes Hiking boots (a good pair is essential—over‐the‐ankle and broken in!) Swimsuit Personal Toiletries (soap, shampoo, toothpaste, etc.) Flip‐flops or other footwear appropriate for use in the shower Personal medications (Crow Canyon will provide safekeeping) (These must be listed on the medical form and must be in their original containers!) Required Gear Two 1‐quart water bottles (64 oz. total) Small daypack (large enough to hold water, jacket, rain gear, sunscreen, personal items) Sunscreen (SPF 15 or greater) (Parental permission required; see the medical form!) Sunglasses Camping Gear (in addition to your sleeping bag) Sleeping pad Lightweight tent, with seams sealed Warm hat, and mittens or gloves (for camping and rafting) Long‐sleeved heavy shirt Suggested Gear Garden or work gloves Flashlight Pencil, pen, notebook Camera, film/memory card, camera batteries Insect repellent Plastic mug or drinking glass Pack Wisely and Be Prepared! Choose gear for a variety of weather conditions.
    [Show full text]
  • PARENTS in PARTNERSHIP Counseling Parent Night - Soph
    Holy Cross Parent Calendar of Events 2019-20 is vital to the partnership We welcome and encourage your participation in the many parent activities. Please check the website Communication for calendar updates and event details throughout the year: sfhs.com/parents Saint Francis High School is committed to open communication with parents and students. First Semester Events Date Time Location To strengthen our communication, we have several ways to keep you informed. Freshman Parent Welcome Day Aug. 11 9:00-11:30 AM PAC Freshman Parent Reception Aug. 12 8:30 AM AH sfhs.com/parents Back-to-School Night/Fr. Parent Meeting Aug. 22 7:00 PM Campus Parent Dashboard on the Website Christmas At Our House Kick-off Meeting Aug. 27 11:30 AM PAC Lobby Counseling Parent Night - Seniors College Roadmap Aug. 29 7:00 PM PAC Men’s Club Dinner Meeting Sept. 3 7:00 PM MC • is password-protected And find: Women’s Club Dinner Meeting Sept. 11 6:30 PM MC • no additional login requests • school news PARENTS in PARTNERSHIP Counseling Parent Night - Soph. College Readiness Sept. 12 7:00 PM PAC • access your student’s assignments, scores and grades • the school calendar SF Kick-Off BBQ Sept. 13 5:00 PM Quad • communicate with coaches and moderators • an archive of the weekly school newsletters Scholarship Golf Classic Sept. 16 11:00 AM LAG&CC • report student absences • announcements regarding parent activities Dear Parents, • information on our parent clubs CGSS: Navigating the Tides of Adolescence Sept. 17 7:00 PM Off Campus • view the student-parent directory Counseling Senior Parent Night - College Financial Aid Sept.
    [Show full text]
  • Guide to Becoming an Effective Parent Liaison
    Guide to Becoming an Effective Parent Liaison School Improvement Grant Office of Education Improvement & Innovation Michigan State Board of Education John C. Austin President Ann Arbor Casandra E. Ulbrich Vice President Rochester Hills Michelle Fecteau Secretary Detroit Pamela Pugh Treasurer Saginaw Lupe Ramos-Montigny NASBE Delegate Grand Rapids Kathleen N. Straus Detroit Eileen Weiser Ann Arbor Richard Zeile Detroit Governor Rick Snyder Ex Officio Brian J. Whiston Chairman Ex Officio State Superintendent Acknowledgements The Michigan Department of Education and the Office of Education Improvement and Innovation (OEII) would like to thank and acknowledge individuals who assisted in the collaborative development of this guide at the MDE. Under the Supervision of: Bill Witt, Supervisor, School Improvement Support Unit Developer: Dr. LaWanna Shelton, Education Consultant, Analyst, School Improvement Support Unit Project Support: Connie McCall, Analyst, School Improvement Support Unit Front & Back Cover Graphic Design Christi Lopez, Department Technician, School Improvement Support Unit MDE Review Committee: Dr. Gail Ganakas, SIG Facilitator, MDE Valencia Hughes, SIG Facilitator, MDE Karen Lenz-Wallington, SIG Facilitator, MDE Tom Kowalski, SIG Facilitator, MDE Mary Smith, SIG Facilitator, MDE Dr. Ann Trovillion-Timm, SIG Facilitator, MDE Dr. Traci Teasley, FIT Consultant, MDE External Review Committee: Jessica Bills, Parent Liaison, Litchfield Elementary, Litchfield Community Schools Rosemarie Killips, Parent Liaison, Eastern High School, Lansing Public School District Robyn Porter, SIG Coordinator, Ralph J. Bunche Academy, Ecorse Cynthia White, SIG Coordinator, Ecorse High School Sue White, Community Liaison, Lansing Public School District Monetha Williams, Parent Liaison, Ralph J. Bunche Academy, Ecorse ii About the Guide The Guide to Becoming an Effective Parent Liaison has been designed as a resource for schools and districts who have been awarded a School Improvement Grant (SIG).
    [Show full text]