|
Clearinghouse on Educational Policy and Management
|
| College of Education · University of Oregon |
|
Trends and Issues: Relationships With Community
Collaborating With Social-Service AgenciesJournal ArticlesEJ656315 PS533646Facilitating Collaboration with Schools. Author: Friedman, Lucy N. Availability: National School-Age Care Alliance, 1137 Washington Street, Boston, MA 02124. Journal Citation: School-Age Review, n3 p21,23-25 Spr 2001 Publication Date: 2001 ISSN: 1528-6517 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJMAR2003 Abstract: Details some ways schools and community-based organizations can form effective school-site after-school collaborative programs. Describes factors exacerbating misperceptions between teachers and youth workers, and offers suggestions for combining both partners' perspectives through joint planning, hiring staff approved by both programs, joint training, using communication to develop a common dialect, sharing resources, having a full-time coordinator, and involving parents. Asserts that program effectiveness can motivate integration between schools and community-based organizations. (KB) Descriptors: After School Education; *After School Programs; *Agency Cooperation; *Community Organizations; *Interprofessional Relationship; *Partnerships in Education; *School Community Relationship; Youth Programs EJ653406 CG559097 School-to-Career Models. Author: Bunch, Christopher; Gibson, Mary Jane Availability: Published by the Graduate School of Journalism, University of Wollongong, NSW 2522 Australia. Full text at http://www.uow.edu.au/crearts/journalism/APME/edinfo.html. Journal Citation: ASCA School Counselor, v39 n4 p12-17 Mar-Apr 2002 Publication Date: 2002 Language: English Document Type: Journal articles (080) Journal Announcement: CIJFEB2003 Abstract: It takes a village to raise a child, and it takes a community to teach a student about career opportunities. This article takes a look at how some schools across the country are bringing local businesses and universities into the career-planning fold. (GCP) EJ647807 RC515394 "A Better Place To Be": When the School Day Ends, Community Learning Centers Shift into High Gear, Keeping Kids Engaged in Positive Activities. Author: Boss, Suzie Availability: For full text: http://www.nwrel.org/nwedu/2002sum/index.html. Journal Citation: Northwest Education, v7 n4 p14-19,32-35 Sum 2002 Publication Date: 2002 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJOCT2002 Abstract: The goal of the federal 21st Century Community Learning Centers program is to provide academic enrichment opportunities and youth development activities for children attending low-performing schools. A look at several rural and urban programs in Oregon and Washington reveals that successful programs mesh with the school culture and partner with local agencies to meet local needs. (TD) Descriptors: Adult Child Relationship; *After School Programs; Community Needs; Delinquency Prevention; *Disadvantaged Youth; Elementary Secondary Education; *Enrichment Activities; *Federal Programs; Informal Education; *Partnerships in Education; Poverty; Preschool Education; *School Community Relationship; Tutoring Identifiers: *Community Learning Centers; Student Engagement Descriptive Terms: Theme issue title: "Beyond the Bell: Extending Opportunities for Learning." EJ639046 EA539130 Healthy Learners. Author: Costante, Carol C. Availability: http://llt.msu.edu Journal Citation: American School Board Journal, v189 n1 p31-33 Jan 2002 Publication Date: 2002 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJUN2002 Abstract: School nurses are essential and cost-effective for school districts. Local school districts and state and local health departments can work together to benefit children. Districts that have analyzed the cost-benefit ratio of school nurses have striking evidence of their cost-effectiveness. The more health services are made available to children at public schools, the greater the overall savings. (MLF) Descriptors: *Academic Achievement; *Cost Effectiveness; Elementary Secondary Education; Public Schools; *School Community Relationship; *School Health Services; *School Nurses; *Student Attitudes; EJ636943 EA538638 School-Community Partnering. Author: Pardini, Priscilla Availability: http://www-writing.berkeley.edu/TESL-EJ Journal Citation: School Administrator, v58 n7 p6-11 Aug 2001 Publication Date: 2001 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAY2002 Abstract: Most school districts have long endorsed the school as a neighborhood anchor housing adult-education classes, recreation programs, and community events. Since the mideighties, service-oriented partnerships addressing student and family needs have grown exponentially. Partnerships in New York City, Montana, Washington State, and Rhode Island are described. (MLH) Descriptors: Agency Cooperation; *Community Schools; Cooperative Programs; Elementary Secondary Education; *Family Programs; *Integrated Services; *Partnerships in Education; *School Community Relationship; *Student Needs; EJ633459 RC514874 Viewing School Facilities as Community Development Projects: The Case of Hinesburg, Vermont. Author: MacKinnon, Colleen T. Availability: Journal Citation: Small Town, v30 n2 p28-31 Mar-Apr 2001 Publication Date: 2001 ISSN: 0196-1683 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAR2002 Abstract: Instead of accentuating differences among agendas through competition for scarce resources, community members, educational planners, and community development planners cooperated in renovating a high school building in Hinesburg, Vermont, to include community spaces for recreation, social services, and nontraditional education. Design elements that promote the greatest possible use of facilities by community members are discussed. (TD) Descriptors: Adult Education; *Agency Cooperation; Building Design; Community Centers; Community Development; *Community Education; *Cooperative Planning; *Educational Facilities Design; Educational Facilities Improvement; High Schools; Rural Schools; *School Community Relationship; Shared Resources and Services Identifiers: Vermont EJ619762 EC626561 Integrating Services, Collaborating, and Developing Connections with Schools. Author: Lawson, Hal A.; Sailor, Wayne Availability: Journal Citation: Focus on Exceptional Children, v33 n2 p1-22 Oct 2000 Publication Date: 2000 ISSN: 0015-511X Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJJUL2001 Abstract: This article discusses the history of integrating services for students with disabilities and modern service integration initiatives. Examples of requirements for service integration are listed and interprofessional collaboration is described. The complexity, difficulties, and opportunities associated with school-related integration and collaboration are addressed, along with emerging challenges. (Contains extensive references.) (CR) Descriptors: *Agency Cooperation; Delivery Systems; *Disabilities; Elementary Secondary Education; Family School Relationship; *Integrated Services; *Interprofessional Relationship; Prevention; *Program Design; *School Community Programs; Teamwork EJ619685 EC626433 Applying Behavior Analysis within the Wraparound Process: A Multiple Baseline Study. Author: Myaard, Michael J.; Crawford, Connie; Jackson, Michell; Alessi, Galen Availability: Journal Citation: Journal of Emotional and Behavioral Disorders, v8 n4 p216-29 Win 2000 Publication Date: 2000 ISSN: 1063-4266 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2001 Abstract: A study examined the effects of wraparound services on the adjustment of four adolescents with severe emotional disturbances at imminent risk of long-term residential placements. Results indicate significant positive effects in the areas of compliance, appropriate peer interactions, extreme verbal abuse, alcohol/drug use, and physical aggression. (Contains references.) (Author/CR) Descriptors: Adolescents; *Agency Cooperation; *Aggression; *Behavior Modification; *Emotional Disturbances; Holistic Approach; *Integrated Services; Interpersonal Competence; Intervention; *Outcomes of Treatment EJ613000 EC625711 Evaluating Community Collaboration in Writing Interagency Agreements on the Age 3 Transition. Author: Fowler, Susan A.; Donegan, Mary; Lueke, Brenda; Hadden, D. Sarah; Phillips, Barbara Availability: Journal Citation: Exceptional Children, v67 n1 p35-50 Fall 2000 Publication Date: 2000 ISSN: 0014-4029 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2001 Abstract: Representatives from 34 local interagency coordinating councils were interviewed about interagency agreements for the legally required transition from the infant/toddler to preschool service delivery system at age 3. Results indicated that most communities included the majority of legal transition requirements in their agreements. Policy issues identified included ensuring continuity of services and interpretations of regulations. (Contains references.) (Author/DB) Descriptors: *Agency Cooperation; Community Programs; *Compliance (Legal); *Cooperative Planning; Delivery Systems; *Disabilities; *Integrated Services; Preschool Education; School Community Relationship; Services; *Transitional Programs; Young Children EJ611323 EC625512 Special Education in Singapore. Author: Lim, Levan; Nam, Sang Seok Availability: Journal Citation: Journal of Special Education, v34 n2 p104-09 Sum 2000 Publication Date: 2000 ISSN: 0022-4669 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2001 Abstract: This article describes the development and current status of special education in Singapore. Topics include organization of service delivery, integration, teacher training, and achievements. Challenges to improve the quality of special education services through integration opportunities, preservice teacher training, and greater coordination among services are discussed. (Author/CR) Descriptors: *Agency Cooperation; Comparative Education; Delivery Systems; *Disabilities; *Educational History; Elementary Secondary Education; Foreign Countries; Higher Education; *Integrated Services; Preservice Teacher Education; *Special Education Identifiers: *Singapore EJ609621 EA537389 Creative Collaborations with Health Providers. Author: Wooley, Susan Frelick; Eberst, Richard M.; Bradley, Beverly J. Availability: Journal Citation: Educational Leadership, v57 n6 p25-28 Mar 2000 Publication Date: 2000 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141); Reports--Evaluative (142) Journal Announcement: CIJJAN2001 Abstract: Many U.S. schools offer a varied, often uncoordinated array of student support services. Improvement-oriented partnerships identified by the American School Health Association include collaborations with school psychologists, physical educators, social workers, and community and public-health agencies; and provision of parent-education and immunization services. (Contains 10 references.) (MLH) Descriptors: *Agency Cooperation; *Cooperative Programs; Counseling; Elementary Secondary Education; Immunization Programs; *Integrated Services; Parent Education; *Partnerships in Education; Psychologists; Public Health; *School Health Services; Social Workers Identifiers: American School Health Association; *Student Support Services EJ609618 EA537386 The Mind-Body Building Equation. Author: Dryfoos, Joy Availability: Journal Citation: Educational Leadership, v57 n6 p14-17 Mar 2000 Publication Date: 2000 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJAN2001 Abstract: Full-service community schools combine three concepts--mind, body, and building--into an integrated approach placing quality education and comprehensive support services at one site. The DeWitt Wallace-Reader's Digest Fund is helping schools and communities replicate 4 such programs at 60 sites in 20 U.S. cities. (MLH) Descriptors: *Agency Cooperation; *Community Schools; Elementary Secondary Education; *Integrated Services; Partnerships in Education; *Physical Environment; *School Buildings; *School Health Services; Social Services Identifiers: Childrens Aid Society; *Mind Body Problem; Visiting Nurse Association EJ605015 EC624671 Ohio Early Start: Integrating Prevention and Early Intervention for Vulnerable Infants, Toddlers, and Families. Author: Oser, Cindy; Cheatham, Debbie Availability: Journal Citation: Infants and Young Children, v12 n4 p89-98 Apr 2000 Publication Date: 2000 ISSN: 0896-3746 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJOCT2000 Abstract: This article describes the successful Ohio Early Start program, which is designed to prevent later developmental problems in infants and toddlers. The program was coordinated with the existing early intervention program and other efforts to ensure a comprehensive, community-based and family friendly network of child development health and self-sufficiency resources. (Contains references.) (Author/CR) Descriptors: *Agency Cooperation; *Disabilities; *Early Intervention; Family Involvement; Family Programs; Infants; *Integrated Services; *Prevention; Program Design; Toddlers Identifiers: Ohio EJ604872 EA537170 Full-Service Schools: Forming Alliances to Meet the Needs of Students and Families. Author: Walker, Jan Donahue; Hackmann, Donald G. Availability: Journal Citation: NASSP Bulletin, v83 n611 p28-37 Dec 1999 Publication Date: 1999 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJOCT2000 Abstract: Full-service schools are "seamless institutions" whose school leaders act as full partners with other community agencies to address student and family needs. Iowa's School-Based Youth Services Program is a "one-stop shopping" plan that has received national recognition. Marshaltown, Iowa's Caring Connection program is profiled. (Contains 14 references.) (MLH) Descriptors: *Agency Cooperation; *Cooperative Programs; Elementary Secondary Education; *Family Needs; Health Services; High Risk Students; *Integrated Services; *Shared Resources and Services; Social Services; *Student Needs Identifiers: *Iowa EJ592955 EA536324 Health & Learning: A Coordinated Approach. Author: Marx, Eva Availability: Journal Citation: Principal, v79 n1 p6-9 Sep 1999 Publication Date: 1999 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAPR2000 Abstract: A coordinated school health program has numerous mutually reinforcing components: a healthy environment; comprehensive health education; physical education; health services; counseling, psychological, and social services; nutrition services; staff health promotion; and family and community involvement. Program implementation steps are outlined. A sidebar lists resources supporting school health activities. (MLH) Descriptors: *Agency Cooperation; Community Involvement; Counseling; Elementary Education; *Health Education; *Integrated Services; *Intervention; Parent Participation; Physical Education; *Program Implementation; Social Services EJ579421 EA535464 A Load off the Teachers' Backs: Coordinated School Health Programs. Kappan Special Report. Author: Tyson, Harriet Availability: Journal Citation: Phi Delta Kappan, v80 n5 pK1-K8 Jan 1999 Publication Date: 1999 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP1999 Abstract: Following decades of mutual disengagement, coordinated school health programs (CSHPs) are emerging in response to the current state of children's health and education. CSHPs usually feature staff health promotion; health education; school health services; counseling, psychological, and social services; nutrition; physical education; a healthy school environment; and family/community involvement. (20 references) (MLH) Descriptors: *Agency Cooperation; *Child Welfare; Community Involvement; Counseling; Elementary Secondary Education; *Health Education; Health Promotion; *Integrated Services; *Intervention; Mental Health; Outcomes of Education; Parent Participation; Poverty; *School Health Services; Social Services; Youth Problems Identifiers: *School Based Health Clinics EJ579415 EA535458 Higher Education and the Health of America's Children: Collaborating for Coordinated School Health. Author: Sanders, Ruth P.; Fee, Rebecca M.; Gottlieb, Nell H. Availability: Journal Citation: Phi Delta Kappan, v80 n5 p377-80 Jan 1999 Publication Date: 1999 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP1999 Abstract: Coordinated school-health programs such as South Carolina's Healthy School Initiative focus on key risks to health and learning; enjoy student, staff, and community support; and incorporate many disciplines, community groups, and agencies. Higher education institutions should become more involved, despite problems with developing common goals, sharing power, and communicating clearly. (MLH) Descriptors: *Agency Cooperation; *College School Cooperation; *Cooperative Programs; Elementary Secondary Education; Higher Education; *Integrated Services; *School Health Services Identifiers: South Carolina EJ577297 EC620217 Challenges Facing Successful Transition for Youths with E/BD. Author: Maag, John W.; Katsiyannis, Antonis Availability: Journal Citation: Behavioral Disorders, v23 n4 p209-21 Aug 1998 Publication Date: 1998 ISSN: 0198-7429 Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJAUG1999 Abstract: Describes challenges involved in ensuring successful transition for youth with emotional or behavioral disorders (E/BD) and makes recommendations for improving transition services, including: maintain linkages with community agencies and businesses, write cooperative agreements, facilitate referrals to other agencies, and link students with postsecondary special support coordinators. (CR) Descriptors: *Agency Cooperation; *Behavior Disorders; Community Information Services; Cooperative Programs; *Education Work Relationship; *Emotional Disturbances; Integrated Services; Postsecondary Education; Referral; *School Community Relationship; Secondary Education; *Transitional Programs Descriptive Terms: Special Issue: Transition Issues and Postsecondary Outcomes. EJ573612 EC620024 The Impact of Early Intervention Legislation: Local Perceptions. Author: Garrett, Judith N.; Thorp, Eva K.; Behrmann, Michael M.; Denham, Susanne A. Availability: Journal Citation: Topics in Early Childhood Special Education, v18 n3 p183-90 Fall 1998 Publication Date: 1998 ISSN: 0271-1214 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUN1999 Abstract: Twenty-eight local interagency coordinating council (LICC) coordinators were surveyed on their perceptions of the implementation of early intervention legislation. Participants reported positive local impact in the areas of family-centered services and service coordination, improved childfind, funding, networking, and developmental outcomes. Negative effects included increased paperwork and reduction in "at-risk" services. (Author/CR) Descriptors: *Administrator Attitudes; *Agency Cooperation; *Delivery Systems; *Disabilities; *Early Intervention; Educational Legislation; Federal Legislation; Infants; *Integrated Services; Program Effectiveness; Surveys; Toddlers EJ571763 EA534899 School-Linked Services. Author: Hardiman, Priscilla M.; Curcio, Joan L.; Fortune, Jim C. Availability: Journal Citation: American School Board Journal, v185 n9 p37-40 Sep 1988 Publication Date: 1988 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY1999 Abstract: In two surveys, a substantial majority of school board members supported development of school-linked services to meet the needs of children and families. When given an opportunity to comment individually, some expressed ambivalence about fully supporting such services. Respondents felt substance-abuse services, health services, and parenting classes were most critically needed. (MLH) Descriptors: Attitudes; *Boards of Education; Elementary Secondary Education; Family Problems; *Integrated Services; *School Responsibility; Social Problems; Surveys EJ567435 EC619285 Impact of the Child and Adolescent Service System Program in California: Perceptions of Families and Service Providers. Author: Clausen, June Madsen; Dresser, Karyn L.; Rosenblatt, Abram; Attkisson, C. Clifford Availability: Journal Citation: Journal of Emotional and Behavioral Disorders, v6 n2 p114-23 Sum 1998 Publication Date: 1998 ISSN: 1063-4266 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB1999 Abstract: Interviews were conducted with 60 human-services-agency staff of the Child and Adolescent Service System Program in California and 67 parents of children with serious emotional disturbance regarding changes over the previous four years in their local children's service systems. Results indicate increased interagency collaboration and family participation. (Author/CR) Descriptors: *Agency Cooperation; Children; *Emotional Disturbances; *Family Involvement; *Integrated Services; Interviews; *Mental Health Programs; Participant Satisfaction; Program Attitudes; Program Effectiveness; *State Programs Identifiers: California; *Child and Adolescent Service System Program EJ567352 EA534783 Family-Centered Early Intervention: Review of "Partnerships in Family-Centered Intervention: A Guide to Collaborative Early Intervention," by Peggy Rosin and others. Author: Thomas, Suzanne B. Availability: Journal Citation: Journal for a Just and Caring Education, v4 n3 p355-59 Jul 1998 Publication Date: 1998 ISSN: 1076-285X Language: English Document Type: Book/product reviews (072); Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJFEB1999 Abstract: The team approach recognizes that children have multifaceted needs that cannot be effectively addressed by a single service provider. Although "Partnerships in Family-Centered Intervention" is directed toward early-intervention settings, it is a useful text for preservice teachers, family members, and others involved in the educational process. Practitioners must adopt roles supporting families. (MLH) Descriptors: *Agency Cooperation; *Cooperative Programs; *Early Intervention; Elementary Secondary Education; *Family Programs; *Integrated Services; Legal Problems; *Partnerships in Education EJ566229 EA534731 Full-Service Schools. Author: Raham, Helen Availability: Journal Citation: School Business Affairs, v64 n6 p24-28 Jun 1998 Publication Date: 1998 ISSN: 0036-651X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJAN1999 Abstract: Full-service schools are pushing traditional institutional boundaries by pioneering unique models of school, home, and community connections and serving as the hub for various cross- agency services. Diverse programs share several essential conditions: autonomy, leadership, effective governance structures, and a community emphasis. Three exemplary programs in West Virginia, Los Angeles, and Saskatchewan are profiled. (12 references) (MLH) Descriptors: *Agency Cooperation; Elementary Secondary Education; Foreign Countries; *Holistic Approach; *Integrated Services; Program Descriptions; *Resistance to Change; Success Identifiers: *Full Service School Model; Los Angeles Unified School District CA; Saskatchewan (Saskatoon); West Virginia EJ565124 EA534689 Communities for Children. Author: Lewis, Ron; Morris, John Availability: Journal Citation: Educational Leadership, v55 n8 p34-36 May 1998 Publication Date: 1998 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJDEC1998 Abstract: Founded in 1977, "Communities in Schools" champions the connection of needed community resources with schools to help 300,000 youngsters annually to learn, stay in school, and prepare for life. The program brings in community-service providers, such as health-care and mental-health professionals, to work as a personalized team alongside parents, school staff, and mentors. Programs in Charlotte, North Carolina, and El Paso, Texas, are profiled. (MLH) Descriptors: *Agency Cooperation; *Community Involvement; *Cooperative Programs; Elementary Secondary Education; *Health Services; Program Descriptions; *Volunteers Identifiers: *Caring; Charlotte Mecklenburg Public Schools NC; El Paso Independent School District TX; Independent School District TX EJ565840 SP526797 Principles for Developing Interdisciplinary School-Based Primary Care Centers. Author: Barnett, Stephen; Niebuhr, Virginia; Baldwin, Constance Availability: Journal Citation: Journal of School Health, v68 n3 p99-105 Mar 1998 Publication Date: 1998 ISSN: 0022-4391 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJDEC1998 Abstract: Presents five principles to help communities establish school-based primary care centers linking community health and social services with educational systems. The principles encompass community participation; early assessment of community needs; integration of health and human services with educational services through an interdisciplinary, interagency team approach; development of a business plan; and program evaluation. (Author/SM) Descriptors: Agency Cooperation; *Child Health; Community Cooperation; Community Involvement; Elementary Secondary Education; Health Promotion; *Interdisciplinary Approach; *Primary Health Care; Program Evaluation; Public Health; School Community Relationship; *School Health Services; Social Services Identifiers: *School Based Health Clinics; Texas EJ558386 HE537743 Stone Soup Partnership: A Grassroots Model of Community Service. Author: Kittredge, Robert E. Availability: Journal Citation: Metropolitan Universities: An International Forum v8 n3 p41-54 Win 1997 Publication Date: 1997-00-00 ISSN: ISSN-1047-8485 Language: English Document Type: Journal Articles (080); Reports (141) Journal Announcement: CIJJUL1998 Abstract: Stone Soup Partnership is a collaboration between California State University at Fresno and its surrounding community to address serious problems in a high-crime, impoverished apartment complex near the university. The program involves students in service learning for university credit, and has expanded from a single summer youth program to a substantial partnership of local public, private, and community agencies. (MSE) Descriptors: *Agency Cooperation; College Students; *Community Development; Higher Education; Immigrants; *Neighborhood Improvement; Program Descriptions; *School Community Relationship; *Service Learning; *Urban Universities Identifiers: *California State University Fresno Descriptive Terms: Theme Issue: Cross-Sector Collaboration. EJ556887 EA534222 External Service Providers in Schools: A Three-State Study. Author: Osborne, Judith L.; Collison, Brooke B.; Dykeman, Cass; Birdsall, Bobbie A. Availability: Journal Citation: NASSP Bulletin v82 n594 p105-12 Jan 1998 Publication Date: 1998-00-00 ISSN: ISSN-0192-6365 Language: English Document Type: Journal Articles (080); Reports (142) Journal Announcement: CIJJUN1998 Abstract: Four counselor educators in three northwestern states assessed the extent that external providers are working in schools, using a questionnaire sent to randomly selected schools in Oregon, Washington, and Idaho. Social-service providers operate under 43 different titles, and with varying degrees of supervision and formal agreements with schools. The presence of external social-service providers changes the school counselor's role. (MLH) Descriptors: *Agency Cooperation; Elementary Secondary Education; *Integrated Services; *School Counselors; *Supervision Identifiers: Idaho; Oregon; *Service Providers; Washington EJ555508 EC617714 Collaboration as a Prevention Tool for Youth with Disabilities. Author: deFur, Sharon H. Availability: Journal Citation: Preventing School Failure v41 n4 p173-78 Sum 1997 Publication Date: 1997-00-00 ISSN: ISSN-1045-988X Language: English Document Type: Journal Articles (080); Viewpoints (120) Journal Announcement: CIJMAY1998 Abstract: This paper urges increased educator and community agency collaboration in preventing failure among students with special needs, including students with disabilities. A chart compares networking, coordination, cooperation, and collaboration and distinguishes among them in terms of types of interaction, examples, impact on students, and impact on the system. A second chart lists potential collaborative prevention council consultants or members. (DB) Descriptors: *Agency Cooperation; Consultation Programs; *Disabilities; *Dropout Prevention; Elementary Secondary Education; *Integrated Services; Interdisciplinary Approach; School Community Relationship; *Special Needs Students; *Teacher Collaboration; Teamwork Target Audience: Practitioners; Administrators EJ553885 EC617464 Service Coordination in Children's Mental Health: An Empirical Study from the Caregiver's Perspective. Author: Koren, Paul E.; Paulson, Robert I.; Kinney, Ronald F.; Yatchmenoff, Diane K.; Gordon, Lynwood J.; De Chillo, Neal Availability: Journal Citation: Journal of Emotional and Behavioral Disorders v5 n3 p162-72 Fall 1997 Publication Date: 1997-00-00 ISSN: ISSN-1063-4266 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJAPR1998 Abstract: Service coordination from the perspective of 226 caregivers whose children have serious emotional disabilities was examined. Although complexity of services was not related to service coordination, severity of the children's problems was inversely related and family participation was positively related to service coordination. Service coordination predicted satisfaction with services. (Author/CR) Descriptors: *Agency Cooperation; Children; *Emotional Disturbances; *Family Involvement; *Integrated Services; *Parent Attitudes; *Predictor Variables; Satisfaction Descriptive Terms: Special Series: Family-Centered Mental Health Services Research. EJ552005 EA533904 Linking Schools with Youth and Family Centers. Author: Bush, M. Joan; Wilson, Connie S. Availability: Journal Citation: Educational Leadership v55 n2 p38-41 Oct 1997 Publication Date: 1997-00-00 ISSN: ISSN-0013-1784 Language: English Document Type: Journal Articles (080); Reports (141) Journal Announcement: CIJMAR1998 Abstract: In summer 1995, Dallas Public Schools formed a partnership with a primary care system and a mental health agency. The result was the opening of nine youth and family centers located on or near school campuses. Services are designed to promote academic success, resiliency, and self-sufficiency. By offering families and students needed support, the district has significantly reduced its classroom problems. (MLH) Descriptors: *Agency Cooperation; Disadvantaged; Elementary Secondary Education; *Family Programs; Holistic Approach; *Integrated Services; *Linking Agents; Resilience (Personality); Urban Schools; *Youth Problems Identifiers: *Dallas Independent School District TX; *School Based Services EJ551955 EA533839 How Integration of Services Facilitates Family Literacy: Testimony from Even Start Participants. Author: Roth, Jeffrey; Myers-Jennings, Corine; Stowell, Daniel W. Availability: Journal Citation: Journal for a Just and Caring Education v3 n4 p418-32 Oct 1997 Publication Date: 1997-00-00 ISSN: ISSN-1076-285X Language: English Document Type: Journal Articles (080); Reports (141); Reports (143) Journal Announcement: CIJMAR1998 Abstract: Describes how integrating services in an Even Start program in Gainesville, Florida, facilitated family literacy. Highlights specific examples from the experience that changed parents' lives. Participants gradually developed political awareness via improved self-esteem, self-confidence, assertiveness, involvement, and self-governance (in a parents' organization). Parents' perceptions reveal interagency cooperation's problems and benefits. (19 references) (MLH) Descriptors: Activism; *Agency Cooperation; Case Studies; Elementary Education; *Family Literacy; *Integrated Services; Interviews; *Parent Empowerment; Parent Participation; *Program Effectiveness; Self Esteem Identifiers: *Even Start; Florida (Gainesville) EJ542595 EA533237 School-Based Family Services: Administrative Leadership for a Caring Model of Effective Education. Author: Soriano, Marcel; Hong, George K. Availability: Journal Citation: Journal for a Just and Caring Education v3 n2 p180-91 Apr 1997 Publication Date: 1997-00-00 ISSN: ISSN-1076-285X Language: English Document Type: Reports (142); Journal Articles (080) Journal Announcement: CIJSEP1997 Abstract: Considering the many problems affecting today's children, school-based family services represent a caring, comprehensive model for addressing the needs of students and their families. Examines the rationale for this evolving model, the need to streamline administrative procedures, and the leadership skills required of school administrators seeking to implant family-based services in their schools. (37 references) (MLH) Descriptors: *Agency Cooperation; Elementary Secondary Education; *Family Programs; *Integrated Services; *Models; *Shared Resources and Services Identifiers: *Caring EJ448523 EA527027 School-Based Clinics to the Rescue. Author: Elders, M. Joycelyn Availability: Journal Citation: School Administratorv49 n8 p16-18,20-21 Sep 1992 Publication Date: 1992 ISSN: ISSN-0036-6439 Language: English Document Type: Journal Articles (080); Reports (142); Reports (141) Journal Announcement: CIJDEC1992 Abstract: Although Lakeview (Arkansas) School District's health services originally targeted teenage pregnancies, its school-based clinic now offers varied health improvement services and contributes to decreased substance abuse, sexually transmitted diseases, dropping out, injuries, homicides, and suicides. Tips for forming clinics are provided, along with a sidebar summarizing positive findings of a recent Guttmacher Institute study of school-based clinics. (MLH) Descriptors: *Agency Cooperation; *Health Education; *Medical Services; *Pregnant Students; Prevention; Secondary Education; *Superintendents Identifiers: *Lakeview School District AR; *School Based Clinics DocumentsED472647 EA032305Helping Young People Succeed: Strengthening and Sustaining Relationships between Schools and Youth Development Organizations. A National Conversation. Institutional Author: National Collaboration for Youth, Washington, DC.(BBB23855); Coalition for Community Schools, Washington, DC.(BBB36455); Institute for Educational Leadership, Washington, DC.(BBB18552) Availability: Coalition for Community Schools, c/o Institute for Educational Leadership, 1001 Connecticut Avenue, N.W., Suite 310, Washington, DC 20036. Tel: 202-822-8405; Fax: 202-872-4050; e-mail: ccs@iel.org; Web site: http://www.communityschools.org. For full text: http://www.communityschools.org/helpingyoungpeople.pdf. Publication Date: March 2002 Language: English Document Type: Collected works--Proceedings (021); Reports--Descriptive (141) Journal Announcement: RIESEP2003 Abstract: Although schools and youth-development groups are committed to a similar vision of positive physical, intellectual, psychological, and social development of America's children, their isolation from each other can actually hinder growth. The strong bonds among school, community, and family that sustained older generations are frayed and disjointed across all economic levels nowadays. The effects of this dysfunction make the work of education and development much more difficult. Factors that can help youth succeed, however, involve building on personal assets and providing exposure to positive experiences, settings, people, and opportunities to gain and refine life skills. Both schools and communities can provide these elements. It is eye-opening to realize that good schools look like good community settings. This paper reports on a national conversation on overcoming barriers between these two types of institutions. Follow-up action includes sustaining and deepening the collaboration at the national level, starting dialogues at other levels, setting a vision for the development of youth, building on what already exists, developing a common language between schools and youth-development organizations, identifying what should be measured, and trusting each other. The paper concludes with lists of resources for starting conversations, publications, and participants. (RT) Descriptive Terms: Support for this initiative was provided by the Carnegie Corporation, the Charles Stewart Mott Foundation, the Ewing Marion Kauffman Foundation, the J.P. Morgan Chase Foundation, Lockheed Martin Corporation, the National Collaboration for Youth, and the Wallace Readers Digest Fund. Geographic Source: U.S.; District of Columbia ED466996 EA031783 Community School Models. Author: Samberg, Laura, Comp.; Sheeran, Melyssa, Comp. Institutional Author: Coalition for Community Schools, Washington, DC.(BBB36455) Availability: Coalition for Community Schools, c/o Institute for Educational Leadership, 1001 Connecticut Avenue, NW, Suite 310, Washington, DC 20036. Tel: 202-822-8405; Fax: 202-872-4050; Web site: http://www.communityschools.org. For full text: http://www.communityschools.org/Models.pdf. Sponsoring Agency: Ewing Marion Kauffman Foundation, Kansas City, MO. (BBB34196)@; Carnegie Corp. of New York, NY. (QPX12280)@; Mott (C.S.) Foundation, Flint, MI. (BBB04331)@; DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. (BBB12599) Publication Date: October 2000 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEFEB2003 Geographic Source: U.S.; District of Columbia ED464302 CG031730 Introduction to a Component for Addressing Barriers to Student Learning. A Center Brief. Institutional Author: California Univ., Los Angeles. Center for Mental Health in Schools.(BBB35263) Availability: School Mental Health Project, Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu. For full text: http://smhp.psych.ucla.edu/specpak.htm. Sponsoring Agency: Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. (BBB32080)@; Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. (BBB31380) Publication Date: June 2001 Language: English Document Type: Opinion papers (120) Journal Announcement: RIENOV2002 Abstract: This paper discusses current school reforms and their role in addressing barriers to student learning. Providing all students an equal opportunity to succeed requires more than higher standards and greater accountability for instruction, better teaching, increased discipline, reduced school violence, and an end to social promotion. It also requires a comprehensive, multifaceted approach to barriers to learning and teaching. Ultimately, addressing barriers to learning must be approached from a societal perspective and requires fundamental systemic reforms designed to improve efforts to support and enable learning. This calls for developing a continuum of community and school programs. This report focuses on how such a continuum must be comprehensive, multifaceted, and integrated and woven into three overlapping systems: systems of prevention, systems of early intervention to address problems as soon after onset as feasible, and systems of care for those with chronic and severe problems. (GCP) Descriptors: Academic Achievement; Cooperation; Early Intervention; *Educational Change; *Integrated Services; Prevention; Program Development; *School Community Relationship; School Effectiveness; *Shared Resources and Services; Student Development; Contract Number: U93-MC-00175 Geographic Source: U.S.; California ED463828 PS029307 Evaluation of Free To Grow, Phase II: Detailed Profile of the Free To Grow Project in California. Final Report. Author: Harrington, Mary Institutional Author: Mathematica Policy Research, Princeton, NJ.(BBB15029) Availability: Publications Department, Mathematica Policy Research, Inc., P.O. Box 2393, Princeton, NJ 08543-2393 (Document no. PR01-14, $3.40). Tel: 609-799-3535; Fax: 609-799-0005. For full text: http://www.mathematica-mpr.com/PDFs/ftgcaprofile.pdf. Sponsoring Agency: Robert Wood Johnson Foundation, Princeton, NJ. (BBB30359) Publication Date: February 2001 Report Number: MPR-8743-002 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEOCT2002 Abstract: The Free to Grow pilot project, developed by the Charles R. Drew University of Medicine and Science and its Head Start project, operated between 1994 and 1999. Following a 2-year planning and development stage, 5 project sites went on to complete the 3-year implementation phase in California, Colorado, Kentucky, New York, and Puerto Rico; the Compton, California site is detailed in this profile. The project's goal was to prevent substance abuse problems by reducing risks and enhancing protecting factors at the family and community levels. Through a community-wide coalition and safe space task forces based in schools and Head Start centers, parents and other residents developed leadership skills and worked to improve the physical, social, and cultural environment of their neighborhoods and schools. Groups of parent and youth advocates promoted project efforts and substance abuse prevention. Project accomplishments included persuading local police to establish Drug-Free School Zones, graffiti removal programs, school watch patrols, and stronger enforcement of local ordinances governing storefront advertising of alcohol and tobacco products. The project experience provided several lessons about the challenges of conducting substance abuse prevention and community building within a stressed environment. The model used was conceptually strong, rooted in substance abuse prevention theory and connected to parents of young children. Although the project demonstrated success in grassroots organizing, it lacked relationship- and consensus-building skills necessary to overcome major obstacles in the community and the Head Start/grantee environment, such as school performance problems, tensions between blacks and Latinos, and leadership changes and performance problems at the Head Start level. Notable successes included the development of a self-sustaining task force, significant school changes, the provision of a mechanism for parental support, and strong ties with the local police department. (Appended is a chart detailing the logic model for California's Free to Grow Project.) (KB) Descriptors: *Community Change; Community Cooperation; *Community Involvement; Demonstration Programs; Models; *Preschool Children; Preschool Education; *Prevention; Program Descriptions; Program Effectiveness; Program Evaluation; Program Implementation; *School Community Relationship; *Substance Abuse Identifiers: California (Compton); Project Head Start Contract Number: RWJ-38187-18 Geographic Source: U.S.; New Jersey ED463356 UD034872 J C Nalle Elementary School, Washington, D.C. Schools on the Move: Stories of Urban Schools Engaged in Inclusive Journeys of Change. Author: Ferguson, Phil; Blumberg, Richard Institutional Author: Education Development Center, Newton, MA. National Inst. for Urban School Improvement.(BBB35844) Availability: Education Development Center, Inc., 55 Chapel Street, Newton, MA 02458. Tel: 617-969-3440; Fax: 617-964-5448; e-mail: niusi@edc.org. For full text: http://www.edc.org/urban. Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. (EDD00017) Publication Date: December 2001 Language: English Document Type: Reports--Research (143) Journal Announcement: RIESEP2002 Abstract: This paper describes one urban school in the midst of change and renewal. J C Nalle Elementary School, Washington, DC, is a full-service community school that supports children and families. It is one of 85 schools with which the National Institute for Urban School Improvement is involved in partnerships for change. It is located in an impoverished neighborhood. Nalle's principal aggressively pursues a school improvement agenda that draws on the resources and talents of all school and community members. The school has a pediatric nurse, visiting registered nurse, social worker, psychologist, and parent coordinator. Health services are available to students, and health screening, education, information, and referrals are available to families. Enrichment opportunities are available to children and families (e.g., trips to the theater). Developing corporate and community partnerships is a priority. These partnerships go beyond financial support and include employee volunteerism and community enrichment activities for students. Nalle's special education students are included within the school. Teacher Assistance Teams use a proactive process to evaluate and support each child referred to special education. The paper describes the systemic change framework that helps schools like Nalle organize their work and design, implement, and monitor their plans. (SM) Descriptors: Community Schools; *Educational Change; Educational Improvement; Elementary Education; Family Programs; Family School Relationship; Instructional Leadership; *Partnerships in Education; *Poverty; *School Community Relationship; Special Education; *Urban Schools Identifiers: District of Columbia Descriptive Terms: For other documents from the Schools on the Move series, see ED 455 340 and UD 034 873. Contract Number: H086C970005-98 Geographic Source: U.S.; Massachusetts ED463059 PS030185 Early Care for Infants and Toddlers: Examining the Broader Impacts of Universal Prekindergarten. Author: Lekies, Kristi S.; Heitzman, Emma H.; Cochran, Mon Institutional Author: Cornell Univ., Ithaca, NY. Cornell Early Childhood Program.(BBB37019) Availability: Early Childhood Program, Dept. of Human Development, Cornell University, Martha Van Rensselaer Hall, Ithaca, NY 14853-4401. Tel: 607-255-2457; Fax: 607-255-8767; e-mail: cecp@cornell.edu; Web site: http://www.human.cornell.edu/hd/cecp. Sponsoring Agency: A.L. Mailman Family Foundation, Inc. (BBB24207)@; Foundation for Child Development, New York, NY. (BBB00201) Publication Date: 2001 Language: English Document Type: Reports--Evaluative (142) Journal Announcement: RIESEP2002 Abstract: In 1997, New York State passed legislation implementing Universal Prekindergarten (UPK), a new educational program with the goal of providing a voluntary, high-quality preschool experience to all 4-year-olds and improving school readiness. One of the program requirements is that school districts contract out at least 10 percent of UPK funds to community-based providers such as child care centers. This study examined possible unanticipated consequences of UPK, especially those that could be detrimental to the overall system of early care for infants and toddlers. Information was collected through surveys and telephone interviews completed by child care resource and referral (CCR&R) agency directors and staff throughout the state, along with supplemental information from surveys conducted with district UPK coordinators. Findings and recommendations for enhancing the UPK program are highlighted under seven main topics: (1) CCR&R involvement in UPK implementation; (2) magnitude of potential UPK impact on infants and toddlers; (3) receipt of UPK funds; (4) perceived impacts on services to infants and toddlers; (5) competition for 4-year-olds; (6) community concerns; and (7) positive impacts. Findings indicated that the potential magnitude of UPK impact on infant and toddler programs was considerable. Concerns of widespread competition and loss of infant-toddler services did not appear to be warranted at the present stage of UPK implementation. It will be important to monitor possible impact of UPK on programs serving infants and toddlers in the future. CCR&R agency directors and staff identified several positive effects of UPK, especially better kindergarten preparation and greater recognition of the importance of early care and education. Concerns raised include lack of collaboration with community-based programs and the exclusion of family providers. (KB) Descriptors: *Agency Cooperation; Day Care; *Preschool Children; *Preschool Education; Program Evaluation; *Program Implementation; *School Community Relationship; State Programs Identifiers: *New York; *Universal Preschool Descriptive Terms: For a related early childhood program document, see PS 030 184. Geographic Source: U.S.; New York ED457608 EC308614 New York Partnership for Statewide Systems Change, 2000. Final Report. Author: Price, Melissa Institutional Author: Syracuse Univ., NY. School of Education.(QPX85210) Availability: EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. (EDD00017) Publication Date: 2000 Language: English Pages: 9 Document Type: Reports--Evaluative (142) Journal Announcement: RIEMAR2002 Abstract: This final report describes activities and accomplishments of the New York Partnership for Statewide Systems Change 2000, a 5-year project to increase and improve inclusive educational services to New York State students with severe disabilities at the secondary level and students with serious emotional disturbance at the elementary and middle school levels. The project provided inservice training, technical assistance, community training, higher education planning, and model demonstration and evaluation activities to accomplish the following five goals: (1) expand and enhance the capability of local school districts (LEAs) throughout the state to serve students with severe disabilities in general education settings; (2) design and propose revisions to funding and regulations to enhance LEAs to collaborate with regional public and private agencies; (3) design and propose interagency agreement models to formalize the provision of comprehensive educational and student support services; (4) expand inclusive teacher teacher-education-approved programs leading to certification in both general and special education; and (5) coordinate activities with related projects and agencies involved in the development and validation of most promising practices. Individual sections of this report describe the project's goals and objectives, major accomplishments, accomplishments by specific goals, problems encountered, technical changes, and impact. (CR) Descriptors: *Agency Cooperation; Change Strategies; College School Cooperation; *Consultation Programs; Delivery Systems; Elementary Secondary Education; Emotional Disturbances; Higher Education; *Inclusive Schools; *Inservice Education; *Integrated Services; Professional Development; Regular and Special Education Relationship; *Severe Disabilities; State Programs; Systems Approach; Technical Assistance Identifiers: *New York Descriptive Terms: For the 1996 final report, see ED 391 275. Contract Number: H086J00009 Geographic Source: U.S.; New York ED455665 EC308630 Opening Doors through State Interagency Coordinating Councils: A Guide for Families, Communities, and States. Author: Roberts, Richard N.; Akers, Adrienne L.; Behl, Diane Institutional Author: Utah State Univ., Logan.(YEX90150) Availability: Early Intervention Research Institute, Utah State University, 6580 Old Main Hill, Logan, UT 84322-6580. Tel: 800-887-1699 (Toll Free). Sponsoring Agency: Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. (BBB32080) Publication Date: January 1999 Language: English Pages: 37 Document Type: Guides--Non-classroom (055); Reports--Descriptive (141) Journal Announcement: RIEJAN2002 Abstract: This guide describes ways in which partners at the state level can move toward more integrated and comprehensive support systems for children and families eligible for services under Part C of the Individuals with Disabilities Education Act. It reports on the collective experiences of states participating in the "Opening Doors Project," which was funded from 1993-1997 by the Maternal and Child Health Bureau. The purpose of the project was to design, synthesize, and disseminate recommended strategies for integrating services for Part C-eligible children and their families. Information was gathered through extensive reviews of state documents, focus groups, and direct interviews with families, service providers, and state and community-level administrators from six states (Florida, Hawaii, Maine, Missouri, Utah and Washington). Additionally, a nationwide survey was developed and administered to directors of 185 community-based Part C programs that served children and their families through home visits. This guide shares the information gleaned from this work and presents ideas for state interagency coordinating councils (SICCs) to consider as they carry out and refine their own state plans. (Contains 28 references and suggested readings.) (SG) Descriptors: *Agency Cooperation; Community Based Instruction (Disabilities); *Coordination; *Disabilities; Early Childhood Education; *Early Intervention; Educational Legislation; Family Involvement; Federal Legislation; Focus Groups; *Integrated Services; Interviews; National Surveys; Public Policy; Statistical Data Identifiers: *Individuals with Disabilities Education Act Part C; *Interagency Coordinating Council Target Audience: Parents; Policymakers; Practitioners Geographic Source: U.S.; Utah ED455654 EC308542 Part C of the Individuals with Disabilities Education Act (IDEA) for Infants, Toddlers, and Their Families, Year XIII (1999-2000). Annual Performance Report. Institutional Author: Colorado State Dept. of Education, Denver.(DUN16650) Availability: Colorado Dept. of Education State Library and Adult Education Office, 201 E. Colfax, Denver, CO 80203. Tel: 303-866-6600; Fax: 303-830-0793; Web site: http://www.cde.state.co.us. Governmental Status: State Publication Date: 2001 Language: English Pages: 21 Document Type: Reports--Descriptive (141) Journal Announcement: RIEJAN2002 Abstract: This annual report describes the activities and accomplishments of the Colorado Part C statewide system of early intervention for fiscal year 1999-2000. It begins by discussing the agencies involved in the provision of services and other supports in early intervention. The innovative service delivery models that are used and the program's sources of funding are explained, along with the challenges the program faces. Issues that have been identified through state monitoring are listed, and accomplishments are described. Accomplishments of the program include: (1) developing service coordination core training modules; (2) developing video products to provide information/training in conjunction with service coordination core training to address implementation of the Individuals with Disabilities Education Act (IDEA) provision for supports and services in natural environments; (3) Part C and Part B staff jointly issued a compliance memo addressing the transition of children from early intervention to special education programs and clarified financial responsibility; and (4) establishing and implementing a revised community grant applications process based upon a rubric system which provides a thorough and uniformly applied process for monitoring and supporting community development activities throughout the state. A description of Colorado's credential system for special education and related services personnel is included. (CR) Descriptors: *Agency Cooperation; Annual Reports; Certification; Delivery Systems; *Disabilities; *Early Intervention; Financial Support; Infants; *Integrated Services; Preschool Education; *Program Design; *Program Implementation; State Programs; Toddlers Identifiers: *Colorado; Individuals with Disabilities Education Act Part C Descriptive Terms: For the 1998-1999 Annual Performance Report see ED 442 214. Approved by the Colorado Interagency Coordinating Council. Produced by the Colorado Department of Education, Early Childhood Initiatives. Attachments are not available from ERIC. Geographic Source: U.S.; Colorado ED455627 EC308499 Tasks, Tips and Tools for Promoting Collaborative Community Teams. Collaborative Planning Project for Planning Comprehensive Early Childhood Systems. Author: Hayden, Peggy; Frederick, Linda; Smith, Barbara J.; Broudy, Alison Institutional Author: Colorado Univ., Denver. Center for Collaborative Educational Leadership.(BBB35987) Availability: Center for Collaborative Educational Leadership, 1380 Lawrence St., Suite 650, Denver, CO 80204. Tel: 303-556-3330. For full text: http://www.nectas.unc.edu. Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. (EDD00017) Publication Date: January 2001 Language: English Pages: 45 Document Type: Reports--Descriptive (141) Journal Announcement: RIEJAN2002 Abstract: This document provides information on tasks, tips, and tools derived from a federally funded project that provided training and technical assistance to local early intervention interagency teams. The project's purpose was to facilitate the establishment of local collaborative teams to work on challenges associated with putting in place a long-term vision for systems change to achieve inclusive, quality, comprehensive early care and education services to young children birth through 5 (or up to age 8) and their families. The tasks, tips, and tools presented in this paper address: (1) deciding why to collaborate; (2) recruiting collaborative team participants; (3) conducting the organizational meeting; (4) creating an effective structure for the team's operation; (5) creating a shared community vision grounded in the community's current context; (6) developing action plans to achieve the vision; (7) methods for implementing collaborative decisions, plans, policies, and procedures; and (8) tracking and evaluating collaborative efforts. Tasks and tips compose the first half of the document. The second half provides various tools that are referenced in the tasks and tips sections. Tools include formats for organizing and running effective meetings and instructions for team activities such as assessing the community context, visioning, and action planning. (CR) Descriptors: *Agency Cooperation; Community Programs; *Disabilities; Early Childhood Education; *Early Intervention; Educational Planning; Infants; *Integrated Services; Interpersonal Communication; Interprofessional Relationship; *Team Training; *Teamwork; Toddlers; Young Children Contract Number: H324R980047-99 Geographic Source: U.S.; Colorado ED454648 EC308452 Student Health Partnership Service Plan Guidelines for 2001/2002. Student Health Initiative. Institutional Author: Alberta Learning, Edmonton.(BBB36037) Availability: Alberta Learning, 10th Floor, East Devonian Bldg., 11160 Jasper Ave., Edmonton, AL T5K 0L2 Canada; Tel: 780-422-6326; Fax: 780-422-2039; For full text: http://www.gov.ab.ca/studenthealth. Governmental Status: Foreign Publication Date: February 2001 ISSN: 1496-4872 Language: English Pages: 38 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEDEC2001 Abstract: This document provides 2001-02 year service plan guidelines for fulfilling the requirements of the Student Health Partnership, a joint endeavor of the provincial government partners of Alberta Learning, Health and Wellness, Children's Services, and the Alberta Mental Health Board, to enhance the provision of a range of integrated health and related support services for identified children with special health needs registered in school programs and to improve access to these services. It begins by explaining the goals of the Student Health Initiative, student eligibility, and services that are provided. Service plan guidelines are then described and include: (1) a statement of accountability; (2) a Student Health Partnership profile; (3) a description of student health needs and service priorities; (4) an explanation of the goals of the program; (5) performance measures, targets, and strategies that will be used to ensure effectiveness; (6) a human resource plan; and (7) a financial plan. Appendices include a list of Student Health Initiative principles, an explanation of student health funding, a checklist of the seven required components of the service plan, a classroom teacher survey about student health services, and related forms. A list of operating educational programs is also provided. (CR) Descriptors: *Agency Cooperation; Delivery Systems; Elementary Secondary Education; Foreign Countries; Guidelines; *Health Services; *Integrated Services; Mental Health Programs; Program Descriptions; *Program Development; Program Effectiveness; Services; *Special Health Problems Identifiers: Alberta; *Related Services Descriptive Terms: Previous title was "Student Health Partnership Planning Guide." Student Health is a joint initiative of Alberta Learning, Alberta Health and Wellness, Alberta Children's Services, and the Alberta Mental Health Board. For companion document, "Annual Report Guidelines for 2000/2001 and 2001/2002," see EC 308 451. Geographic Source: Canada; Alberta ED454647 EC308451 Student Health Partnership Annual Report Guidelines for 2000/2001 and 2001/2002. Student Health Initiative. Institutional Author: Alberta Learning, Edmonton.(BBB36037) Availability: Alberta Learning, 10th Floor, East Devonian Bldg., 11160 Jasper Ave., Edmonton, AL T5K 0L2 Canada; Tel: 780-422-6326; Fax: 780-422-2039. For full text: http://www.gov.ab.ca/studenthealth. Governmental Status: Foreign Publication Date: February 2001 ISSN: 1496-4880 Language: English Pages: 14 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEDEC2001 Abstract: This document provides guidelines for fulfilling the requirements of the annual report for 2000-01 and 2001-02 of the Student Health Partnership, a program in Alberta, Canada, designed to provide health services to students with special health needs. The guidelines explain each of the annual report's required components, including: (1) a statement of accountability that confirms the partnership's commitment to take actions for continuous improvement; (2) a description of the program's progress and results that addresses the number of students served, the range of services provided, students' access to coordinated/integrated services, and efficient use of resources; (3) a description of opportunities to enhance coordination and integration of student health services and emerging issues and unmet needs to be addressed in the next service plan; and (4) a financial statement that includes the Financial Statement for the Service Plan Year and provides information that describes the number of full-time employees that were planned for and the actual number that were hired. Guidelines for the annual report submission are provided. Appendices include a checklist for the required components of the annual report, a classroom teacher survey about student health services, and a form for the Financial Statement for the Service Plan Year. (CR) Descriptors: *Agency Cooperation; *Annual Reports; Elementary Secondary Education; Foreign Countries; Guidelines; *Health Services; *Integrated Services; Mental Health Programs; Program Effectiveness; *Program Evaluation; *Special Health Problems Identifiers: Alberta Descriptive Terms: Previous title was "Student Health Partnership Planning Guide." Student Health is a joint initiative of Alberta Learning, Alberta Health and Wellness, Alberta Children's Services, and the Alberta Mental Health Board. For companion document, "Service Plan Guidelines for 2001/2002," see EC 308 452. Geographic Source: Canada; Alberta ED450968 PS029322 Readiness To Learn: School-Linked Models for Integrated Family Services. 1999-2000 Evaluation Update. Author: Einspruch, Eric; Deck, Dennis; Grover, Jane; Hahn, Karen Institutional Author: RMC Research Corp., Portland, OR.(BBB30789); Washington Office of the State Superintendent of Public Instruction, Olympia.(ZBQ93150) Availability: EDRS Price MF01/PC02 Plus Postage. Governmental Status: State Publication Date: January 2001 Language: English Pages: 50 Document Type: Numerical/Quantitative Data (110); Reports--Evaluative (142); Test/questionnaires (160) Journal Announcement: RIEAUG2001 Abstract: The state of Washington implemented the Readiness to Learn program as part of the state's Family Policy Initiative. The primary goal of the program is to serve as a formal link between education and human services by authorizing grants to local school-linked, community-based consortia to develop and implement strategies that ensure children arrive at school ready to learn. This report provides updated evaluation findings for 1999-2000. The findings show that Readiness to Learn continues to successfully help students and families increase the likelihood of success at school and promote systemic change among service providers. Highlights from the 1999-2000 year include the following: (1) a logic model that describes the structure of the learning and teaching support programs was developed; (2) Readiness to Learn served 4,391 families and 5,583 children, referred primarily for academic problems, family basic needs, school behavior problems, and family problems; (3) families received services related to their children's education, basic needs, family functioning, mental health, and parent involvement in their children's education; (4) most families achieved at least one outcome related to the services they received; (5) teacher ratings showed an improvement in participating elementary school students' classroom performance between the time of initial program entry and follow-up; (6) middle and high school students also showed a slight increase in their grade point average; and (7) Readiness to Learn consortium members reported that their consortium had helped members learn about other services and programs, collaborate with other organizations, increase its ability to help families access resources and services, increase coordination of support for at-risk students, and address barriers to student learning. The report's two appendices delineate findings related to services offered, and outcomes and findings of a member survey regarding the current state of the consortium. (KB) Descriptors: Change Strategies; Elementary Secondary Education; *Family Programs; High Risk Students; Human Services; *Integrated Services; *Learning Readiness; Models; *Program Effectiveness; Program Evaluation; *School Community Programs; *School Community Relationship Identifiers: Program Characteristics; Washington Descriptive Terms: For 1998-99 Evaluation Report Volumes 1 and 2, see PS 029 320 and PS 029 321. Geographic Source: U.S.; Washington ED450967 PS029321 Washington State Readiness To Learn: School-Linked Models for Integrated Family Services. 1998-99 Evaluation Report. Volume 2: Program Summaries. Author: Einspruch, Eric; Deck, Dennis; Grover, Jane; Hahn, Karen Institutional Author: RMC Research Corp., Portland, OR.(BBB30789); Washington Office of the State Superintendent of Public Instruction, Olympia.(ZBQ93150) Availability: EDRS Price MF01/PC06 Plus Postage. Governmental Status: State Publication Date: April 2000 Language: English Pages: 141 Document Type: Reports--Descriptive (141) Journal Announcement: RIEAUG2001 Abstract: The state of Washington implemented the Readiness to Learn program as part of the state's Family Policy Initiative. The primary goal of the program is to serve as a formal link between education and human services by authorizing grants to local school-linked, community-based consortia to develop and implement strategies that ensure children arrive at school ready to learn. This report presents summary descriptions of 34 local programs statewide. Each summary description is organized similarly and includes a brief program description, information on consortium and collaborative agreements, descriptions of services to children and families, details on the outcomes for children and families, statistics on characteristics of program participants, and examples of program successes. (KB) Descriptors: Agency Cooperation; Client Characteristics (Human Services); Elementary Secondary Education; *Family Programs; High Risk Students; Human Services; *Integrated Services; *Learning Readiness; Models; Program Descriptions; *School Community Programs; *School Community Relationship; State Programs Identifiers: Program Characteristics; Washington Descriptive Terms: For Volume 1, see PS 029 320; for the 1999-2000 Evaluation Update, see PS 029 322. Geographic Source: U.S.; Washington ED445470 EC308077 Interagency Collaboration with High-Risk Gang Youth. Author: Okamoto, Scott K. Institutional Author: University of South Florida, Tampa. Louis de la Parte Florida Mental Health Inst.(BBB34804); University of South Florida, Tampa. Research and Training Center for Children's Mental Health.(BBB30357) Availability: For full text: http://www.fmhi.usf.edu/institute/pubs/bysubject.html. Sponsoring Agency: Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. (BBB31380)@; National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. (EDD00064) Publication Date: February 1999 Language: English Pages: 4 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEMAR2001 Abstract: This article describes the results of a study on interagency collaboration required to make major systemic changes in order to address the needs of emotionally and behaviorally disturbed youth. Interviews were conducted with practitioners from a cross-section of agencies that worked with high-risk gang youth. The intent was to examine both the interpersonal and structural factors that either promoted or impeded the collaborative process. Of the factors contributing to successful collaboration, communication and cooperation were frequently cited as critical elements. Five interactional patterns were cited as contributing to negative collaboration, such as diffusion of responsibility, blaming other agencies for the failures of youth, withholding information between agencies, agencies "covering up" mistakes made in assessment or treatment, and prematurely terminating collaborative arrangements. "Agency fear" was proposed as a primary construct responsible for collaborative behaviors that influence both the coordination of treatment programs and the clinical behaviors of practitioners. (LC) Descriptors: Adolescents; *Agency Cooperation; *At Risk Persons; Behavior Disorders; *Change Strategies; Emotional Disturbances; *Integrated Services; Interpersonal Communication; Interviews; Juvenile Gangs; Mental Health Programs; *Organizational Change; Professional Personnel; Program Effectiveness; Resistance to Change Descriptive Terms: In: The Annual Research Conference Proceedings, A System of Care for Children's Mental Health: Expanding the Research Base (12th, Tampa, FL, February 21-24, 1999). Contract Number: H133B90022 Geographic Source: U.S.; Florida ED445460 EC308067 The School, Family, and Community Partnership Program: Initial Findings. Author: Treder, David; Kutash, Krista; Duchnowski, Albert J.; Rudo, Zena; Sumi, W. Carl; Harris, Karen M.; Nelson, Steven L. Institutional Author: University of South Florida, Tampa. Research and Training Center for Children's Mental Health.(BBB30357); University of South Florida, Tampa. Louis de la Parte Florida Mental Health Inst.(BBB34804) Availability: For full text: http://www.fmhi.usf.edu/institute/pubs/bysubject.html. Sponsoring Agency: Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. (BBB31380)@; National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. (EDD00064) Publication Date: February 1999 Language: English Pages: 5 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEMAR2001 Abstract: The School, Family, and Community Partnership Program is an integrated, school-based intervention for improving the outcomes of students served in classrooms for children who have emotional and behavioral disabilities. This report briefly describes the intervention, the characteristics of the children, and initial results of measuring fidelity to the intervention model. To test the effectiveness of the Partnership Program, outcomes for the 23 children (ages 11-13) participating at the school where the project was implemented were compared to 24 children at a school where the intervention was not initiated. The study employs a quasi-experimental longitudinal design with data collected on the youth at the beginning of the study, as well as 12 and 18 months after the study was initiated. Initial results from the study indicate no significant differences between the experimental and control site at the point of baseline data collection and that descriptive characteristics of the children were similar to those found in national studies of children who have emotional and behavioral disabilities. The project has demonstrated that it is possible to bring together families, school staff, and community agencies to develop a comprehensive plan to help children who have emotional disturbances. (Contains 13 references.) (CR) Descriptors: *Agency Cooperation; *Behavior Disorders; Children; *Delivery Systems; Elementary Education; *Emotional Disturbances; Family Involvement; *Integrated Services; *Intervention; Longitudinal Studies; Partnerships in Education; Program Effectiveness; Student Characteristics Descriptive Terms: In: The Annual Research Conference Proceedings, A System of Care for Children's Mental Health: Expanding the Research Base (12th, Tampa, FL, February 21-24, 1999). Contract Number: H133B90022 Geographic Source: U.S.; Florida ED444712 PS028791 School Readiness: Helping Communities Get Children Ready for School and Schools Ready for Children. Child Trends Research Brief. Author: Emig, Carol, Ed. Institutional Author: Child Trends, Inc., Washington, DC.(BBB23509) Availability: EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: John D. and Catherine T. MacArthur Foundation, Chicago, IL. (BBB25107)@; David and Lucile Packard Foundation, Los Altos, CA. (BBB31498)@; John S. and James L. Knight Foundation, Miami, FL. (BBB34172) Publication Date: August 2000 Language: English Pages: 10 Document Type: Information Analysis (070) Journal Announcement: RIEFEB2001 Abstract: Many communities across the country have set for themselves the goal of enhancing school readiness. But what does school readiness mean, and how do communities know whether they have achieved it? This research brief is intended to help communities invest wisely in school readiness initiatives. It begins by summarizing recommendations from the National Education Goals Panel (NEGP) for defining and assessing school readiness. The brief then presents a framework for community investments based on an ecological view of child development. This framework considers factors related not only to the child but also to the child's family, early childhood care and education, schools, and neighborhood. (Contains 43 references.) (EV) Descriptors: Child Development; Child Health; *Childhood Needs; *Community Involvement; Early Childhood Education; Early Experience; Educational Improvement; Family School Relationship; Learning Readiness; Preschool Children; *School Community Relationship; *School Readiness; *Social Services Identifiers: National Education Goals Panel; National Education Goals 1990 Descriptive Terms: This Research Brief is the executive summary of a longer Child Trends report, "Background for Community-Level Work on School Readiness: A Review of Definitions, Assessments, and Investment Strategies" (Halle, Zaslow, Zaff, and Calkins, 2000) prepared for the John S. and James L. Knight Foundation. Geographic Source: U.S.; District of Columbia ED444102 CG030301 A Truancy Program: The Successful Partnering of Schools, Parents, and Community Systems. Author: Sheverbush, Robert L.; Smith, Janet V.; DeGruson, Melinda Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: August 2000 Language: English Pages: 31 Document Type: Reports--Descriptive (141) Journal Announcement: RIEFEB2001 Abstract: This paper describes a program designed to help court-ordered, truant, status-offenders in a small Kansas community. The Truancy Diversion Program involves systems-oriented family interventions in the context of a broader community systems approach to deal with truancy. In this model, families join with the educational system, the mental health care system, and the social services system in the treatment of truant behaviors among high school students. The paper describes the role of the school counselor prior to, during, and after court intervention. The program has been established for over fourteen years and has over 338 participants. Eighty-six percent of the families who have participated in the program have students who have remained in school. Follow-up surveys have indicated satisfaction with the program and continued positive effects within the families. School administrators have begun reporting truancy earlier, which expedites referral to the program. An additional positive outcome noted is the provision for supervised training by advanced-level graduate students, including those in school counseling who gain valuable experience in truancy intervention. Appendix A is "Truancy Diversionary Counseling Program"; Appendix B is "Truancy Diversionary Counseling Contract." (Contains 21 references.) (JDM) Descriptors: Counselor Training; Elementary Secondary Education; *Family School Relationship; Graduate Students; Integrated Services; Intervention; Prevention; Program Development; *School Community Relationship; School Counselors; Social Services; *Truancy Identifiers: *Kansas Geographic Source: U.S.; Kansas ED442235 EC307873 Challenge Grant for the Gifted: Collaborative Curriculum Projects. 1998-99 Summaries. Institutional Author: Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services.(BBB34790) Availability: Clearinghouse Information Center, Bureau of Instructional Support and Community Services, Division of Public Schools and Community Education, Florida Department of Education, Room 622, Turlington Building, Tallahassee, FL 32399-0400; Tel: 850-488-1879; Fax: 850-487-2679; e-mail: cicbisc@mail.doe.state.fl.us; Web site: http://www.firn.edu/doe/commhome/ Governmental Status: State Publication Date: 1999 Language: English Pages: 77 Document Type: Reports--Descriptive (141) Journal Announcement: RIEDEC2000 Abstract: This publication describes 19 projects in Florida school districts supported by the 1998 Collaborative Curriculum Project. Grants were awarded to projects at the classroom or school level to address a significant problem or issue in the education of gifted students, support the redesign of instruction, and support collaboration among students, teachers, and community members to enhance instruction. Information about each project is presented in the following format: (1) project goals and rationale; (2) project implementation (e.g., problem or issue addressed, curriculum content focus, and instructional methodology); (3) evaluation (assessment of student performance, project evaluation); (4) budget; and (5) contact person. (DB) Descriptors: *Academically Gifted; *Cooperative Programs; *Curriculum Development; Elementary Secondary Education; Grants; *Instructional Design; *School Community Relationship Identifiers: *Florida Geographic Source: U.S.; Florida ED437260 RC022220 What Difference Do Local Schools Make? A Literature Review and Bibliography. Author: Salant, Priscilla; Waller, Anita Availability: For full text: http://www.ruraledu.org/publications.html . Publication Date: September 25, 1998 Language: English Pages: 48 Document Type: Information Analysis (070); Reference materials--Bibliographies (131) Journal Announcement: RIEJUN2000 Abstract: This paper reviews the literature on the noneducational impacts of rural schools on their communities and provides an annotated bibliography of sources. Taken as a whole, the literature suggests that the school-community relationship is multifaceted. Community schools have positive economic impacts related to local employment, retail sales, and infrastructure; have positive social impacts related to social integration and collective community identity; function as an arena for local politics; provide a resource for community development through student projects and school-to-work programs; and offer a delivery point for health and social services, improving access to health care and other services. Further research is needed in the following areas: K-12 educational uses of advanced communication technologies, which may remedy problems of geographic isolation; the economic impact of consolidation on school districts; outcome evaluation of school-community partnerships; and outcome-based analysis of rural school-based health centers. The annotated bibliography has two sections containing 43 research papers and 68 advocacy and position papers. Entries were published 1938-98 (primarily in the 1980s and 1990s) and include journal articles, federal documents, conference papers, monographs, books, book chapters, research bulletins, and master's theses. (SV) Descriptors: Annotated Bibliographies; Community Development; *Community Schools; Consolidated Schools; Economic Impact; *Educational Research; Elementary Secondary Education; Integrated Services; Research Needs; Rural Areas; *Rural Schools; *School Closing; *School Community Relationship Identifiers: *Social Impact Descriptive Terms: Prepared for the Annenberg Rural Challenge Policy Program. Geographic Source: U.S.; Washington ED433994 RC022105 Stories in the Land: A Place-Based Environmental Education Anthology. Nature Literacy Series Number 2. Availability: The Orion Society, 195 Main Street, Great Barrington, MA 01230. ($8 plus $2 shipping). Tel: 413-528-4422; e-mail: orion@orionsociety.org; Web site: http://www.orionsociety.org . Sponsoring Agency: Geraldine R. Dodge Foundation, Morristown, NJ. (BBB27983) Publication Date: 1998 ISBN: 0-913098-51-5 Language: English Pages: 131 Document Type: Book (010); Collected works--General (020); Guides--Classroom--Teacher (052) Journal Announcement: RIEFEB2000 Abstract: This anthology collects stories from various classrooms and collaborations supported by the Orion Society. Orion's Stories in the Land fellowships are 1-year teacher stipends that promote effective place-based education: interdisciplinary studies of the local natural and cultural history using extensive field experiences and diverse "human resources." The Watershed Partnerships program was a loose consortium of collaborations between colleges and their local schools for the purpose of discovering, sharing, and celebrating the local environment. Each narrative from these programs is accompanied by a class activity. An introduction, "Teaching at the Edge" (John Elder), reflects on the educational principles that bind these stories together and suggests four fundamental themes: attentiveness to students' home landscapes, convergence of natural sciences and the arts, time spent outdoors, and sense of community fostered through human connections. The narratives and their activities are: (1) "Science and Stories in a North Philadelphia Neighborhood" (activity: looking for changes) (Mark Basnage); (2) "A Place To Begin: Encouraging Community and Sense of Self in the Interdisciplinary Classroom" (activity: book making) (Kurt Caswell); (3) "Exploring Nature: Science and English in Conversation" (activity: creating an environmental magazine) (Jennifer Danish); (4) "Monterey Bay: A Sanctuary of Promise" (activity: make a place map in your schoolyard) (Bonnie Dankert); (5) "Treasuring the Tetons" (activity: a day on the river) (Jo Anne W. Kay); (6) "Opening the Door for Young Naturalists" (activity: young naturalist journals) (Daniel Kriesberg); (7) "Wetland Wisdom" (activity: creature feature bags) (JoAnn Kruzshak, Debbie Levy); (8) "Tracing Our Culture Back to Its Roots" (activity: experiencing poetry) (Lorain Varela); (9) "Getting To Know the Lake Champlain Bioregion" (activity: environmental education journal) (Thomas R. Hudspeth); (10) "Finding Our Place on the Trail" (activity: spring journal and trail guide) (Alice Leeds); and (11) "Acquiring Felt Knowledge" (activity: finding home, a mapping activity) (Nicole J. Greene). Appendices describe a college seminar on environmental education with internships in local schools, and list readings and resources. (SV) Descriptors: *Class Activities; College School Cooperation; Elementary Secondary Education; *Environmental Education; Field Trips; Higher Education; *Interdisciplinary Approach; Maps; *Outdoor Education; Personal Narratives; *School Community Relationship; Student Journals; *Teaching Experience Identifiers: Nature Study; *Place Based Education; Sense of Place Descriptive Terms: Introductory essay by John Elder. Target Audience: Community; Practitioners; Teachers Geographic Source: U.S.; Massachusetts ED432854 EC307340 Supporting Students with Serious Emotional Disturbance in Rural Schools and Communities. Author: Hamilton, Ruth Walker; Zeineth-Collins, Susan Availability: Web site: http://rtckids.fmhi.usf.edu/proceed10th/10thindex.htm Publication Date: 1998 Language: English Pages: 8 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN2000 Abstract: This study evaluated implementation of a federally funded outreach project, Bridges (Best Practice-Based Services for Including Students with Serious Emotional Disturbance in General Education), at one elementary school in Vermont. The project is designed to build the capacity of rural public schools to fully include students with severe disabilities and severe emotional disturbance (SED) within general education and community settings, and to provide support for their families. At the model site, 12 students in grades K through 8 have had individual student support teams formed to assist in problem-solving and developing appropriate community-school collaborative educational services. Evaluation involved semi-structured interviews at the beginning and end of the school year with the students with SED and their peers, parents, and regular and special education teachers, as well as analysis of completed surveys, questionnaires, and a behavior checklist. Results suggest that the project has had some initial impact upon all 12 students, their parents, educational and related service providers, community based service providers and businesses, and other community members. Educators and administrators strongly supported providing educational services for all children in the regular classroom environment, while parents felt strongly that education programs should address more than just academics. (DB) Descriptors: Demonstration Programs; Elementary Education; *Emotional Disturbances; Family Involvement; Family School Relationship; Inclusive Schools; Integrated Services; Interdisciplinary Approach; *Outreach Programs; Parent Attitudes; Participant Satisfaction; Questionnaires; *Rural Education; *School Community Relationship; *Severe Disabilities; Student Evaluation; Surveys; Teacher Attitudes; Teamwork Identifiers: Vermont Descriptive Terms: In: Chapter 4, "School Based Approaches," of Proceedings of the Annual Research Conference, A System of Care for Children's Mental Health: Expanding the Research Base (10th, Tampa, FL, February 23-26, 1997). Geographic Source: U.S.; Vermont ED432847 EC307332 Implementation and Outcome Evaluation of Statewide School-Based Family/Youth Services. Author: Kalafat, John; Illback, Robert J.; Sanders, Daniel Availability: Web site: http://rtckids.fmhi.usf.edu/proceed10th/10thindex.htm Publication Date: 1998 Language: English Pages: 7 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN2000 Abstract: This study evaluated the degree and quality of program implementation and educational outcomes associated with Kentucky's Family Resource and Youth Service Center, a school-based family resource and support program which emphasized increased involvement of families of special needs students and the community with their schools. Twenty centers serving approximately 2,000 students and their families were visited over a 2-year period. Factor analysis identified five factors that accounted for 88.8 percent of the variance in implementation and outcomes. They were: (1) teachers' knowledge/familiarity with the Center; (2) teachers' active involvement with the Center; (3) family and community involvement with the Center; (4) the Center program's mission focus; and (5) teachers' awareness of Center's mission. In general, teachers' active involvement with the Center was the most consistent positive predictor of educational outcomes. However, family and community involvement with Centers was inversely related to educational outcomes, a finding which suggests that putting effort into enhancing community supports and family connection with them is a long-term strategy that may not show results as immediately as involvement with the school. (DB) Descriptors: Agency Cooperation; Elementary Secondary Education; Factor Analysis; *Family Involvement; Family Programs; *Integrated Services; *Outcomes of Education; Predictor Variables; Program Effectiveness; Program Evaluation; *School Community Relationship; *Special Needs Students Identifiers: *Kentucky Descriptive Terms: In: Chapter 4, "School Based Approaches," of Proceedings of the Annual Research Conference, A System of Care for Children's Mental Health: Expanding the Research Base (10th, Tampa, FL, February 23-26, 1997). Geographic Source: U.S.; New Jersey ED432047 EA029911 A Service-Based Approach to Addressing Educational and Social Outcomes for Youth: Lessons from the Evaluation of New Jersey's School-Based Youth Services Program. Author: Warren, Constancia; Fanscali, Cheri Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1999 Language: English Pages: 37 Document Type: Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIEDEC1999 Abstract: This paper uses an evaluation of the School Based Youth Services Program (SBYSP), a school-linked, service-integration program in New Jersey, to explore how school-community collaborations can achieve both educational and social, emotional and behavioral outcomes. The paper provides background information on SBYSP and then presents organizational findings from the analysis of the project's implementation. The article focuses on ways to construct a collaborative working relationship between programs and schools and details strategies, such as participating in school committees and planning and leading school events, for maintaining good working relationships with schools that host the services. Challenges faced by school-project collaborations are presented and some lessons about collaboration are offered. Profiles of the at-risk student population that enrolled in SBYSP are offered, along with an analysis of what the program can do for these children. The report gives an overview of findings from the evaluation's outcome study, with a focus on educational outcomes associated with SBYSP utilization. The text concludes that many collaborative school-linked service programs can be an effective strategy for addressing students' nonacademic needs. However, school-linked service programs cannot be expected to have strong educational outcomes unless they also have strong educational components. (RJM) Descriptors: *Cooperative Programs; Elementary Secondary Education; *High Risk Students; Institutional Cooperation; *Integrated Services; Outcomes of Education; Program Effectiveness; Program Evaluation; Role of Education; *School Community Relationship Identifiers: New Jersey Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; New York ED431712 SP038567 Enhancing the Resilience of Adolescent Girls through the Mentoring Programme. Author: Seng, SeokHoon Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: August 1998 Language: English Pages: 10 Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIENOV1999 Abstract: This paper describes a community service program in Singapore that involves voluntary mentoring, focusing on its impact upon adolescent girls. The paper highlights some of the ways in which community service providers come together to exchange ideas and practices to build up the social and emotional capacities of adolescent girls. After discussing issues related to female adolescent development, the tendency toward decline in self-esteem and academic achievement as they enter adolescence, and the need for resilience to keep them functioning when confronted with low self-esteem, the paper focuses on Singapore's volunteer mentoring program for adolescent girls. The program involves mentors who are over the age of 16 years who work with girls in upper elementary and lower secondary school. Set up by the Singapore government, the program involves 22 members representing various relevant government ministries, statutory boards, and major youth organizations. The paper provides examples of different mentoring programs in Singapore and discusses research on the mentoring experience. It concludes by explaining that the mentoring program benefits both mentees and mentors, noting problems within the program, and describing training workshops for female mentors. (SM) Descriptors: Academic Achievement; *Adolescents; Child Development; College School Cooperation; Community Services; Elementary School Students; *Females; Foreign Countries; Intermediate Grades; *Mentors; *Resilience (Personality); *School Community Relationship; Secondary Education; Secondary School Students; *Self Esteem; Volunteers Identifiers: *Singapore Descriptive Terms: Paper presented at the Triennial Conference of the International Federation of University Women (26th, Graz, Austria, August 20-25, 1998). Geographic Source: Singapore ED431565 RC021868 Transforming the Culture of Schools: Yup'ik Eskimo Examples. Sociocultural, Political, and Historical Studies in Education. Author: Lipka, Jerry; Mohatt, Gerald V. Availability: Lawrence Erlbaum Associates, Publishers, 10 Industrial Avenue, Mahwah, NJ 07430; Tel: 800-926-6579 (Toll Free); e-mail: orders@erlbaum.com; Web site: Http://www.erlbaum.com (cloth: ISBN-0-8058-2820-6, $49.95; paper: ISBN-0-8058-2821-4, $24). Publication Date: 1998 ISBN: 0-8058-2820-6 Language: English Pages: 257 Document Type: Book (010); Collected works--General (020); Reports--Descriptive (141) Journal Announcement: RIENOV1999 Abstract: This book demonstrates that an indigenous teachers' group has the potential to transform the culture of schooling. Personal narratives by Yup'ik Eskimo teachers speak directly to issues of equity and school transformation. Their struggles represent the beginning of a slow process by a group of Yup'ik teachers (Ciulistet) and university colleagues to reconcile differences and conflict between the cultures of school and community. Their story provides insights for others involved in creating culturally responsive education that fundamentally changes the relationship between teachers and schooling, and between the community and schooling. This book is organized in four sections: introductory framework; description of the Cross-Cultural Education Development Program (alternative teacher education in rural Alaska Native communities) and narratives of three Yup'ik teachers depicting their struggles to be fully accepted as teachers; Yup'ik teaching methods and ways of incorporating ancient Yup'ik wisdom into schooling; and implications for wider change. Chapters are "Introduction: A Framework for Understanding the Possibilities of a Yup'ik Teacher Group" (Jerry Lipka); "The Evolution and Development of a Yup'ik Teacher" (Gerald V. Mohatt, Nancy Sharp); "Two Teachers, Two Contexts" (Gerald V. Mohatt, Fannie Parker); "Don't Act Like a Teacher! Images of Effective Instruction in a Yup'ik Eskimo Classroom" (Sharon Nelson-Barber, Vicki Dull); "Identifying and Understanding Cultural Differences: Towards a Culturally Based Pedagogy" (Jerry Lipka, Evelyn Yanez); "Expanding Curricular and Pedagogical Possibilities: Yup'ik-Based Mathematics, Science, and Literacy" (Jerry Lipka); and "Transforming Schooling: From Possibilities to Actuality?" (Jerry Lipka). An appendix describes methodology used in collaborative action research. An epilogue (Jerry Lipka, Gerald V. Mohatt) discusses declining university support, language shift, continuing development of Ciulistet teachers, and increasing involvement of Native elders in educational development. Contains references in most chapters, photographs, and author and subject indexes. (SV) Descriptors: Action Research; *Alaska Natives; College School Cooperation; Cultural Differences; *Culturally Relevant Education; Culture Conflict; Curriculum Development; *Educational Change; Elementary School Teachers; Elementary Secondary Education; Eskimos; Indigenous Personnel; Personal Narratives; Rural Schools; *School Community Relationship; *School Culture; *Teacher Education; Teaching Experience; Teaching Methods Identifiers: Alaska; Indigenous Knowledge Systems; Teacher Support Groups; *Yupik Eskimos Descriptive Terms: "With the Ciulistet Group." Geographic Source: U.S.; New Jersey ED430128 CE078655 Connecting Communities through Service Learning. Linking Learning with Life. Author: Lyday, W. Jackson; Winecoff, H. Larry; Hiott, Beverly C. Institutional Author: National Dropout Prevention Center, Clemson, SC.(BBB26248) Availability: National Dropout Prevention Center, College of Health, Education, and Human Development, Clemson University, 209 Martin Street, Clemson, SC 29634-0726; Tel: 864-656-2599; Web site: http://www.dropoutprevention.org/ ($6). Sponsoring Agency: Corporation for National Service, Washington, DC. (BBB34129)@; South Carolina State Dept. of Education, Columbia. (UZO80311) Publication Date: 1998 Language: English Pages: 38 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEOCT1999 Abstract: This booklet, which is intended for individuals involved in the delivery of service learning, provides ideas and strategies for developing or expanding service learning partnerships. The booklet begins with an overview of service learning that outlines service learning's benefits to schools, the community, and service learning partners. Discussed next are types of service learning activities (direct service activities, indirect service activities, and advocacy) and service learning project models (one-shot projects, ongoing projects, and student placement models). Next are explained the benefits, characteristics, and operation of the service learning partnerships with human service agencies and civic organizations, business and industry, and schools. The following four phases of establishing service learning partnerships are detailed: generating a service learning resource file; identifying the appropriate agency options; assessing effectiveness of the project and the partner; and strengthening and sustaining partnerships. The roles and responsibilities of the following partnership members are outlined: service learning coordinator, service learning teachers, students, agency/organization representatives, school administrators, and service learning advisory teams. Concluding the booklet are reflections from students, community agencies, and schools involved in service learning. Appended are the following forms: service learning agreement, community service evaluation, student evaluation, and service learning observation. (MN) Descriptors: Agency Cooperation; *Citizenship Education; Cooperative Planning; Coordination; Delivery Systems; *Educational Benefits; Educational Cooperation; Elementary Secondary Education; Human Services; *Partnerships in Education; Public Agencies; Records (Forms); *School Business Relationship; *School Community Relationship; *Service Learning Descriptive Terms: For related documents, see CE 078 654-667. Illustrations and colored type may not reproduce clearly. Target Audience: Administrators; Practitioners; Teachers Geographic Source: U.S.; South Carolina ED427868 PS027361 Schools and Community Education for the Learning Age. Interchange No. 56. Author: Kay, H. L.; Tett, Lynn; Martin, Ian; Munn, Pamela; Ranson, Stewart; Martin, Jane Institutional Author: Scottish Office Education and Industry Dept., Edinburgh.(BBB33341) Availability: Interchange, Educational Research Unit (ERU), Scottish Office Education and Industry Department, Room 2B, Victoria Quay, Edinburgh EH6 6QQ, Scotland, United Kingdom; Web site: http://www.hmis.scotoff.gov.uk/riu Journal Citation: Interchange, n56 1998 Governmental Status: Foreign Publication Date: 1998 ISSN: 0969-613X Language: English Pages: 17 Document Type: Collected works--Serials (022); Reports--Research (143) Journal Announcement: RIEJUL1999 Abstract: This study examined the relationship between schools and community education in Scotland from September 1996 to April 1998, and provides a national overview and identifies examples of effective practice in collaboration and joint provision between schools and community education. The study was undertaken in two stages. The first stage provided a statistical overview and a map of local community education initiatives within the changing local authority contexts. Surveys were conducted with head teachers, schools and local authority chief executives and findings were used to map the different kinds of provision, collaboration and participation taking place in schools. The second stage studied links formed between the ten case-study schools and their local communities, focusing on four categories of activity: school-home-community links, health education, work with troubled youths, and adult education. Findings include the following: (1) the majority of schools focused on the provision of opportunities and facilities as their link with the community education system; (2) very little collaborative practice was reported by schools-what there was centered around the formal curriculum or activities with other schools; (3) most of the Community Education Service managers did not consider schools to be the key players in community education; and (4) in general, three principal factors were found to contribute to effective collaboration-added value achieved with collaboration, extended range of provision due to collaboration, and complementarity in provision. (JPB) Descriptors: *Agency Cooperation; *Community Education; Community Role; Educational Objectives; Elementary Secondary Education; Foreign Countries; Program Effectiveness; Program Evaluation; *School Community Relationship Identifiers: Scotland Geographic Source: United Kingdom; Scotland ED426812 PS027320 Louisiana School-Based Health Centers: Annual Service Report, 1997-1998. Institutional Author: Louisiana State Office of Public Health, New Orleans. Dept. of Health and Hospitals.(BBB35035) Availability: EDRS Price MF01/PC05 Plus Postage. Governmental Status: State Publication Date: January 1999 Language: English Pages: 102 Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUN1999 Abstract: Louisiana's School-Based Health Center (SBHC) Program, the Adolescent School Health Initiative, has reached its fifth year of full program implementation. This report aims to educate community leaders, service providers, and the general public on the variety of roles SBHCs perform and the contribution they make to the health and well-being of the state's youth. Section 1, "Program Highlights & Overview," details the history of the program and how it has expanded from 5 sites in 1993 to 30 sites that serve 65 schools in 14 parishes. In addition, this section discusses the collaborative efforts that have emphasized coordinated school health programs, continuous quality improvement, and intergovernmental cooperation. Section 2, "Who Visits SBHCs and Why," graphically displays why students visit SBHCs. This section also lists site locations, sponsoring agencies, insurance status of patients, and funding sources of SBHCs. Section 3, "Louisiana SBHC Profiles," contains descriptive information on each SBHC, including names of their participating community members and partners, staff, and sponsors. Appendices include definitions of the categories of conditions by which SBHC data are coded, the text of the state law that created the program, and the 1997-98 financial statement. (EV) Descriptors: Adolescents; Annual Reports; Child Health; Comprehensive School Health Education; Elementary Secondary Education; Health Programs; Health Promotion; Program Evaluation; *School Health Services; *State Programs Identifiers: *Louisiana; School Based Clinics; *School Based Health Clinics; School Based Services Descriptive Terms: For 1996-1997 Annual Service Report, see ED 420 442. Geographic Source: U.S.; Louisiana ED425822 PS027122 Smart Start and Local Inter-Organizational Collaboration: Local Collaboration for Children and the North Carolina Smart Start Initiative. UNC Smart Start Evaluation Report. Author: Orthner, Dennis; Cole, George; Ehrlich, Roger Institutional Author: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.(BBB04365) Availability: Frank Porter Graham Child Development Center, 105 Smith Level Road, CB #8180, UNC-CH, Chapel Hill, NC 27599-8180; phone: 919-966-4295. Publication Date: August 1998 Language: English Pages: 47 Document Type: Reports--Evaluative (142) Journal Announcement: RIEMAY1999 Abstract: A longitudinal assessment of interagency cooperation was conducted as part of a research project designed to monitor the implementation and development of the Smart Start collaboration process. Telephone interviews were conducted with key informants from organizations providing services to children, and the resulting qualitative, quantitative, and network data were analyzed. The findings indicate that Smart Start is facilitating collaboration among local providers of services to children under six years of age and their families. The assessment provides information on the nature, extent, and productiveness of that collaboration. Specific findings indicate the following: (1) Smart Start appears to have improved local inter-agency collaboration among organizations that serve young children and their families; (2) substantial variations across partnerships in levels of inter-organizational collaboration are common; (3) the local partnership boards and planning process appear to encourage inter-agency collaborations; (4) there is uneven participation among members of local partnerships; (5) there is a potential link between Smart Start collaboration and local human service system coordination and integration; and (6) additional analysis will be necessary to examine the potential effects of Smart Start regionalization and welfare reform. (SD) Descriptors: *Agency Cooperation; Cooperative Programs; *Coordination; Early Childhood Education; Evaluation; *Family Programs; *Human Services; Institutional Cooperation; *Integrated Services; Program Effectiveness; Research Projects Identifiers: North Carolina; *Smart Start Geographic Source: U.S.; North Carolina < |