Frequently Asked Questions (FAQs)

Haynes Family of Programs provides educational resources for children who, for reasons of psychiatric, emotional, behavior, or learning challenges, cannot attend a regular public school. Since its founding in 1946, the agency has provided a home and therapeutic services to boys and teens in foster care. Services are also available to the community with therapies provided in-home or off campus.
Children growing up in very difficult circumstances need to experience trust and counsel. At the heart of Haynes Family of Programs’ work are more than 400 professional staff, the board of directors, governmental colleagues, philanthropic friends, parents and volunteers—all of whom have created a very special partnership of caring, respect, and mentorship. Haynes Family of Programs is a private, non-profit 501(c)(3) organization that is governed by a board of directors. Board members volunteer their time and resources to ensure that Haynes is run in a fiscally sound and responsible manner, in accordance with established procedures and practices. The agency’s senior management team reports to the president and CEO. Loyal and ethnically diverse teams of professional staff members are dedicated to helping each child at Haynes Family of Programs to define his or her future. More than half of our staff hold associate, post-secondary, or graduate degrees and are credentialed professionals with a variety of specializations: including behavior therapy, special education instruction, clinical psychology, occupational therapy, and residential care.
The best measures of the effectiveness of our programs are the tangible achievements of the children we serve. During the 2019-2020 fiscal year, 1,965 unduplicated children and their families benefited from our portfolio of programs.
The purpose of Haynes Family of Programs is to provide educational resources for children who, for reasons of psychiatric, emotional, behavior, or learning challenges, cannot attend a regular public school. The agency provides residential therapeutic services for boys and teens in foster care. Services are also available to the community with therapies and educational services provided in-home or off campus.
Children growing up in very difficult circumstances need to experience trust and counsel. At the heart of Haynes Family of Programs’ work are more than 400 professional staff, the board of directors, governmental colleagues, philanthropic friends, parents and volunteers—all of whom have created a very special partnership of caring, respect, and mentorship.

Fiscal year 2019-2020 program achievements

Short-Term Residential Therapeutic Program (STRTP):

  • 124 male youth in residence received holistic, trauma-informed care and support from a multidisciplinary team of highly trained, responsible staff.
  • 107 youth successfully completed the residential program and returned to the care of family, were placed in a foster home or moved into an independent transitional housing program.
  • 100 percent of youth received a full psychosocial assessment to identify mental health needs and adverse childhood experiences.
  • 100 percent of youth attended school and 9 teens earned their high school diplomas while in the program.
  • 100 percent of youth in residence received medical, dental and vision care.
  • 41 teens participated in vocational and employment supportive services, including resume’ building, mock interviews and earned wages by participating in the agency’s supported youth employment program.

Mental Health Program and Wraparound Services:

  • 145 youth and families in the community received a full spectrum of mental health services, including prevention and early intervention treatment and recovery, resilience and reintegration services.
  • 40 youth and families in the community received full wraparound services to assist in sustaining a successful return to home or placement in a foster family. The youth and families received team-based services with therapeutic care, behavioral support and assistance for parents and caregivers.
  • 124 youth in residence received individual and group mental health services, including trauma-informed art and music therapy, anger management techniques, substance use treatment, rehabilitation services and family therapy.

Bliss Academy – School for Autism and Developmental Disabilities:

  • 168 boys and girls participated in the program during the 2019-2020 academic school year.
  • 3 seniors met state graduation requirements and received their high school diplomas, 3 students earned certificates of completion; and 2 students transitioned back to their home school districts as a result of learning to excel in a less structured classroom environment.
  • A newly established social skills coordinator position enhanced the program by setting goals and planning activities that teach students to effectively interact and communicate with their peers.
  • Drew’s Brain Arcade was expanded to include a sensory room that addresses student sensory integration needs. Sensory integration therapy is used to help children learn to use all their senses together – that is, touch, smell, taste, sight and hearing.
  • Distance learning began on March 16. Functional skills and academic remote learning plans were developed for each student and a behavior hotline was established to assist parents and caregivers as students grappled with new ways of learning.
  • Hosted virtual prom, drive-by graduation, remote promotion and award ceremonies. Food deliveries were made to families in need and enrolled in their district lunch program.

Renaissance Community Prep – School for Behavior and Learning Diversity:

  • 150 boys and girls attended Renaissance Community Prep.
  • 9 seniors completed state requirements for high school graduation. Hosted drive-through commencement with cap and gown, marching to pomp and circumstance to receive diploma, tassel turn and photos for each graduate.
  • 3 graduates enrolled in post-secondary education programs.
  • 6 graduates plan to enter the job market and are working with Renaissance Community Prep transition staff to secure employment.
  • Established connections with new county employment programs and continue to work with the Department of Rehabilitation to support every student as he/she pursues employment.
  • Enhanced the transition program by adding a dedicated staff. The program assists alumni for one year following graduation. Last year’s graduates are enrolled in post-secondary education programs and/or are employed.
  • Extended the program’s geographical reach by providing services for students from Pasadena to San Bernardino and Glendora to Fullerton and covering the counties of Los Angeles, San Bernardino, Orange and Riverside.

STAR Academy:

  •  764 students throughout California received academic, transitional and/or behavioral services at their home, school or hospital.
  • 475 independent contractors and 50 employees provided direct services to students.
  • Partnered with 175 school districts, charter schools and Special Education Local Plan Areas (SELPAs) across 24 out of 58 counties throughout California.