ERIC ED343751: School-Community Collaboration in a Rural Setting: Sources and Profiles. Knowledge Brief, Number Eight.

8 Pages·1991·0.42 MB·English

by  ERIC

DOCUMENT RESUME
RC 018 598
ED 343 751
Hale, Sylvie van Heusden
AUTHOR
School-Community Collaboration in a Rural Setting:
TITLE
Sources and Profiles. Knowledge Brief, Number
Eight.
Far West Lab. for Educational Research and
INSTITUTION
Development, Berkeley, Calif.
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC.
PUB DATE
91
CONTRACT
400-86-0009
NOTE
7p.
Iaformation Analyses (070)
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
Community Resources; Cooperative Planning; Elementary
DESCRIPTORS
Secondary Education; *High Risk Students;
Institutional Cooperation; Program Descriptions;
Resource Materials; *Rural Schools; *School Community
Programs; *School Community Relationship
Arizona; California; Nevada; Utah
IDENTIFIERS
ABSTRACT
This article provides resources for school-community
collaboration to support at-risk students and their families in rural
settings. Rural schools aad their communities must work together
efficiently and economically to counteract proniems such as
geographic isolation, shortage of resources, economic decline, lack
of political power and difficulties associated with living in a
modern society. The article describes five regional and national
resource organizations that support school-community collaboration.
It provides information on activities, services, contacts, and phone
numbers. The article also outlines state efforts in California and
Utah and describes eight collaborative programs within the Far West
Laboratory Region. The Far West Laboratory serves Arizona,
California, Nevada, and Utah in linking educators to share
information, expertise, and innovative practices. It provides
technical assistance to build local capacity for continued
self-improvement. The program profiles illustrate that
school-community collaboration should address both the needs of the
children and the needs of the community.. The last section contains an
annotated bibliography of nine publications related'to
school-community collaboration. (LP)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
DEPARTMENT OF EDUCATION
Othco a Educahorte1RwarCh and ono/moment
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
KNOWLEDGE
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NUMBER EIGHT
1991
School-Community Collaboration
in a Rural Setting: Sources and Prufiles
Sylvie van Heusden Hale
social and welfare services to both
of the law. Robert was characterized as
Loretta
the student and family; city and
being a "wild kid," defiant, and acting
county agencies may provide
out a lot to avoid direct confrontation
Throughout grade school, Loretta
probation and juvenile services; and
with authority figures. This had become
was a model student, consistently
districts and schools may organize
his defense mechanism against a
achieving high grades. Shortly after
academic counseling and support
physically t.busive father.
entering high school her gnzdes began
programs. The type, location, and
slipping dramatically. While her perfor-
method of delivery of services vary
mance in certain courses was erratic, she
Introduction
greatly from agency to agency,
seemed to have most difficulty in math-
community to community, and
Schools today are charged with
ematks and physical education (PE). It
school to school. Duration, effective-
educating a student population
was very cpparent that she did not like
and
ness, organizational structure,
facing a multitude of problems in
school. As her grades continued to slip,
coordination of services are equally
proportions never before encoun-
her number of unexcused absences
varied. This makes for a fragmented,
tered at the school site. Students
increased. PE was said to cause "her
redundant, and, therefore, ineffective
come to school hungry and tired,
significant emotional mid psychologh.al
system of services. At times the
exhibit untreated health problems,
distress."
agencies appear to work at cross
carry the emotional burden of single-
when working
purposes, or
parent homes, poverty and loneli-
Loretta had become anorexic, brought
to be
toward the same goal
ness, and are faced with abusive
on by a stressful home life. Her parents
competing for limited resources.
parents and unsupportive environ-
divorced during her freshman year, and
ments. These troubled life experi-
she faced an alcoholic parent alone. Her
In order to receivc assistance,
ences leave children academically
sen!or year in high school Loretta becamc
students like Loretta and Robert may
unprepared for school; they are
pregnant and dropped out.
face several bureaucratic institutions
manifested through tmancy, sub-
(including schools), assessment and
stance abuse, pregnancy, and other
Robert
referral processes and treatment
including
destructive behavior
programs. This in not only over-
participation in gangs. vandalism
Robert grew up in a poor family,
whelming, costly and discoumging,
and theft. Schools are ill-equipped
with both parents and an older brother.
but inefficient as well. It is clear that
and were not intended to manage
At an early age Robert began exhibiting
schools and communities must work
the behavioral characteristics of
behavior problems. During a student
together if c'tildren are to overcome
today's at-risk students, nor the
assessment meeting at the elementary
the difficultk.s with which they are
causes for them.
school, concern was raised over his
confronted. Therefow, it is impera-
defensive interactions, difficulty working
tive to build a system of services
A myriad of sodal service
with others, and alienating behavior.
which brings together agencies and
agencies and community support
While his behavior continued to be an
community organizations in a
programs exist to address and meet
issue, his grades remained above average.
collaborative, coordinated, case-
the needs of these children: aca-
managed, child-centered system that
demic, financial, health, employment
Robert's brother, six years older than
efficiently and economically serves
and counseling. Services are deliv-
he, also exhibited erratic, sometimes
children and their families with a
ered through a wide variety of
violent behavior. In fact, by the time he
focus on early intervention and
channels. Through community
had reached high school he had been
prevention.
organizations, a student may receive
arrested several times for theft and the
drug counseling and vocational
sale of drugs. As Robert grew older he too
support; state agencies may offer
became involved in drugs and violations
t.-st-74::,.7.
sp
2
;7!,
ogy, education, and welfare, who
disabled, cannot be served ad-
This Knowledge Brief seeks to
work collaboratively with state and
underscore the importance of school-
equately.
local efforts to bring about positive
*conununity partnerships for the
change for children. CDF monitors
A third characteristic distinguish-
integration of services and to provide
policy at both federal and state
ing rural from urban areas is that a
sources of information for schools io
levels, offers technical assistance to
larger portion of rural children grow
begin the process of collaboration.
child advocacy groups, and pursues
up in poor annmunities than do
While much of what is contained
a legislative agenda. Contact Clifford
urban children. Communities are
herein is applicable to most settings,
M. Johnson at [phone] for
isolated and offer limited opportuni-
special attention will be given to the
further information.
ties for growth beyond the rural
particular needs of rural schools and
areas. This can lead to high levels of
communities. Sources of service
Far West Laboratory, Students
frustration, stress and depression.
integration efforts are divided into
At Risk Program. The Students At
Fourth, because of their relative small
three sections. The first describes
Risk Program (SAR) staff are work-
size and income levels, rural commu-
regional and national resource
ing on two projects that address
nities' efforts to organize and improve
organizations and provides contacts
issues of collaboration and school-
their predicament are thwarted by
and phone numbers. The second
comm unity linkages. In the first, A
their lack of political clout.
section outlines state efforts and
Study of School-Community Link-
eight particularly promising collabo-
ages for Students At Risk, profiles of
Geographic isolation, paucity of
rative efforts within the Far West
promising models of interagency
resources, economic decline, and lack
Laboratory reg'.on. The last section
collaboration in Arizona, California,
of political power call for the forma-
contains an annotated bibliography
Nevada and Utah are being devel-
tion of trusting and lasting relation-
of several especially informative
oped. The second project is an
ships between schools and their
publications.
evaluation of the New Beginnings
communities that will build on both
Demonstration Center in San Diego
their strengths. They must come
Particular Needs of Rural Schools
describe below. The evaluation will
together to support at-risk students
and Communities
document and describe the imple-
and their families to face and over-
mentation of the new system,
come the difficulties presented by
Often rural schools are viewed as
recording changes that occur. and
modern society, in general, and rural
representing only a small part of the
assess relevant outcomes for families,
issues in particular. The following
student population and their needs
children, and the system itself. For
sections provide resources for schools
tend to be aggregated with those of
further information contact Larry F.
and communities to begin the collabo-
suiroundi.ng urban areas. However,
Guthrie at [phone].
rative process.
rural settings prt,sent special needs
ond cirLunisvances that cannot be
Joining Forces. Joining Forces
addressed with "urban" solutions. It
National and Regional Resource
supports collaborative efforts
is impoltant, thcrefore, to examine
Organizations
between schools and social service
local needs before undertaking
agencies. It is currently developMg a
California Tomorrow: Youth At
collaboratic e efforts.
national database on interagency
Risk Project. California Tomorrow's
collaboration efforts in the country.
Youth At Risk Project convenes a
Four key characteristics differen-
Program descriptions and strategies
network of service agencies, advoc,:y
tiate rural from urban settings. First
are available. For further informa-
groups, and school representatives to
is distance. Rural schools and
tion, contact Janet E. Levy at (202)
improve coordination. The project
districts are often small and remote.
393-8159.
also provides t,:,:hnical assistance to
Not only must many students travel
cities and counties in an effort to
far to school, but to special services
State Interagency Network. A
improve service delivery. In adr itio
as well. Services are far removed and
statewide information-sharing and
the project is compiling a datat.isc af
are located in larger towns and
support network has been organized
model collaborative efforts. Fc
metropolitan areas, making it
in California. The State Interag'
cy
further information, contact }zed%
difficult for direct service delivery.
Network brings together repres,nta-
Chang at [phone].
Second, due to lack of resources
fives from various county, state,
both in terms of limited facilities and
national and private organizations
Children's Defense Fund The
funding because of a low tax base
and councils interested in the issues
Children's Defense Fund (CDF) is a
the assistance that does exist leaves a
of integration and interagency
private, non-profit organ .zation that
wide gap between needs and ser-
collaboration. The Network meets
focuses on issues affectil tg thildren.
vices. Due to the dearth of resources,
quarterly to exchange information
CDF staff include profeisionals from
students with special needs, such as
and share ideas and concerns about
many fields, such as hoalft, psychol-
the handicapped and learning
3
2 firief
11IM.IMIN11111.
11.11111fteMINI.110.11111.
IMMEMVIMMEION
=MM
focused point of view and ate
natio,1 of agencies both on program-
interagency efforts throughout the
provided in the community or at the
matic and fiscal levels, seeking and
state. For further information,
Cabinet's Family Resource Center.
sharing of information, building
contact Kent Paxton at (714) 387-
Current programs include the
mechanisms for involving parents
8966.
Centralized Assistance and Referral
and communities, and providing
(CAR) project, a School Early Inter-
inservice training.
State and Local Efforts
vention program, Family Preserva-
tion, Parenting Education, tutoring,
Following the Master Plan, the
California: Interagency
and Homeless Youth Advocacy
Early Intervention for School Success
Children's Services Act (SB 997).
projects. The Children's Cabinet
Program was developed. The
The Interagency Children's Services
focuses community attention on the
program was started by legislati, ,n
Act adds to existing law authorizing
complex and inter-related problems
which mandated that three agencies
establishment of youth services
of its constituency through extensive
health, social services, and
programs. SB 997 provides counties
media work and its publications.
each contribute
education
with the option to initiate coordina-
$100,000 to a grant program.
tion of youth services among various
Elementary At-Risk Program
Through the program, schools were
agencies. The legislation aims to
(Ogden, Utah). For many years,
able to apply for funding for school
foster integration of services at local
Ogden elementary schools did not
improvement projects. It is the
levels. Collaboratives are charged
have counselors. As poverty levels
intention of the Utah State Office of
with emphasizing prevention,
increased, so did related problems;
Education to study the process,
allowing funding tlexibility and local
too many children were coming to
progress, and outcomes of these
decision-making, providing child-
school, hungry, dirty, tired, uncared
school-level projects to determine
centered services, minimizing
for, and angry. Classroom teachers
which strategies are most effective
administrative overlap, identifying
were unable to handle all the prob-
for school improvement. The goal is
gaps, and providing case ma.lage-
lems students were bringing to class.
replication in other schools.
ment. The county boards of supervi-
Rather than try to reinstate the
sors may establish a coordinating
traditional counselor approach, the
Seven pilot sites were funded in
council which should be comprised
district implemented a more clinical
1988. Now entering its third year, the
of members of the various agencies
model: students are referred and
project is turning its focus to integra-
and organizations providing services
assessed, families are involved,
tion o.f services. The goal of the
to children. This council is respon-
direct services are provided, and
program is to develop a stnictured,
sible for planning, oversight, identifi-
agencies work collaboratively on
integrated collection of services for
cation of gaps, developing policies,
cases.
at-risk studez,:s with the help of the
and coordination of resources.
health, human services, and educa-
Counties wishing to participate may
Each school building is assigned
tion departments at schools present-
request a waiver of "existing state
an at-risk staff member as case-
ing feasible proposals for integration.
regulations pertaining to single
manager, with no fewer than one
agency operations and auditing and
staff for every two schools. These at-
While each site has developed
acoounting requirements which
risk staff receive referrals from
plans for integration based on local
hinder coordination of children's
teachers and other staff, observe
needs, each site includes a coordinat-
services."
students in class, interview parents,
ing council comprised of parents,
and conduct psychological evalua-
agencies, school, and community
Utah: Early Intervention for
tions. Other roles of the case-man-
people; ana school case-management
School Success Program. In 1988, a
ager include parent/teacher consul-
teams comprising school and agency
Master Plan was formulated to
tations, writing behavior manage-
people.
addivss Utah's educational prob-
ment plans, making referrals to
lems. The aim of the Master Plan was
agencies, directing services (sched-
Children's Cabinet, Inc. (Reno,
to foster the development of a
ule, ensure service delivery), and
Nevada). The Children's Cabinet is a
suitable and relevant educational
providing follow-up.
private, non-profit entity whose
system for all students by providing
mission is to coordinate existing
a structure for change. The Master
In addition, the program is
services for children and families
Plan identified several problems
focussed on early intervention,
and develop new programs to fill
including lack of early intervention
actively seeking referrals from K-1
gaps in services. The Cabinet is a
services, uneven availability and
teachers. Teachers are taught to
public-private partnership in terms
implementation of programs, and
recognize symptoms of the at-risk
of funding, staff and planning
lack of c ,ordination of services to
student (e.g., acting out in classroom,
efforts. All services are provided
student and families. The Plan
failing to complete work, and
from a multi-disciplinary, family-
recommended committing to coordi-
Brief 3
Participating Partners (Provo,
change fundamentally the way in
irregular attendance), as well as the
Utah). Provo School District, one of
which services are delivered. Instead
less obvious signs of difficulties (e.g.,
the seven pilot sites for the Utah
of the crisis-oriented and iragmented
abuse, neglect, depression). Once a
Early Intervention for School Success
system that currently operates in
month, representatives form various
Program, chose four of !ts most at-
many settings, New Beginnings is
agencies and schools meet to discuss
risk schools (based on low SES,
creating a new system that focuses
more difficult cases. Counselors and
mobility, percent minority, and other
on prevention and integrated
teachers are encouraged to attend to
indicators) to target for improve-
services. Beginning Fall 1991, an
learn and observe.
ment. In addition to a case-manage-
integrated, school-based service
ment system at each site, the district
delivery model is being developed
Modesto City Schools
has developed some innovative
based upon a feasibility study
(Modesto, California), Faced with a
projects to bring together community
conducted at one school site. This
rapidly changing community
resources. For example, it built a
model will allow for (a) improved
schools with 55 percent LEI', 60
partnership with the Parent Resource
registration and assessment of
percent AFDC recipients, and 95
Center at the local library. This
children and their families, (b)
percent students qualifying for free
Center provides books and games to
expanded services, (c) parent educa-
Modesto City Schools began
hmch
families. With the purchase of an old
tion and adult education classes, (d)
to form partnerships to address the
shuttle bus, the school brings the
a cadre of Family Services Advocates
increase in problems students were
games and books to the homes of the
that provide ongoing services, and
bringing to school.
at-risk children. The district also has
(e) connections to an Extended Team
developed a mentor family program.
of supportive services providers at
Initially, a partnership between
Families volunteer to help an at-risk
participating agencies.
the district and the police depart-
family in a variety of ways. For
ment was formed. It offers three
example, they might offer emotional
Page High School (Page,
services: DARE program, counseling
support, provide transportation to
Arizona). In Page, a town of 7()00,
and other support with school
support groups or other functions,
students may travel as far as 80 miles
officers, and a truancy center. As
remind them of important events
(one way) to come to school. Faced
time went on, similar partnerships
and dates, and include them in
with serious problems of alcoholism
were formed with probation, mental
holiday and other festive occasions.
and pregnancy, Page High School
health, human services, Modesto
began building a network of coop-
Junior College, and California State
In addition, student nurses at
erative services to more effecavely
University Stanislaus. Recently, the
Brigham Young University fulr
meet the needs of the community.
district has formed a relationship
their practicum responsibilities at the
Starting with the school suspension
with social services to serve 100
school. They provide health assess-
program, collaborative relationships
students in a case-management
ment, guidance in nutrition and
were gradually formed between a
capacity.
hygiene and make referrals. Tbe
multitude of agencies and organiza-
district also has a parenting training
tions. The school works with the
In addition, the public health
component and uses aides in the
department joined the partnerships
Child Protective Services, Navajo
classroom. Other collaborative
Social Services. Page Policy Depart-
in April. They will serve a "preventa-
efforts include senior citizens'
ment, Arizona Department of Public
tive wellness" function. That is, they
groups who tutor parents and
Safety, Alcoholics Anonymous,
will intervene on issues of health for
children. The coordination function
Navajo Police, and Lake Powell
the entire family, not just the child in
is served through an inter-commu-
Institute, to name just a few.
school. For example, if a student has
nity council which brings together
a baby sibling who needs to be
agencies to discuss policy issues and
The assistant principal of the
immunized, the child will be identi-
deal with cases.
school, three counselors and three
fied as potentially at-risk before the
para-professionals operate the
he/she is of school age. The program
Project LEARN, (Phoenix,
program. The counselors and para-
began as a partnership between the
Arizona). The Local Educational
professionals act as case managers
schools and the police department.
Assistance Resource Network,
and give studenks as much indi-
Project LEARN, is a collaborative of
vidual attention as possible. Monthly
New Beginnings (San Diego,
26 service organizations, coordinated
roundtables, which began as infor-
California). A collaborative effort of
through the 'United Way Chapter in
mal gatherings, now serve as an
the City of San Diego, County of San
Phoenix. These organizations have
important communication link and
Diego, San Diego City Schools, San
come together to provide services at
case-management forum.
Diego Community College District,
four school sites, identified as
and the San Diego Housing Commis-
especially at-risk. The organizations
sion, New Beginnings is designed to
4 Brief
16 to 24 year-olds who are unlikely
provision of direct services through a
provide resources, staff, transporta-
to attend college In doing so, the
case-managemeat approach.
tion, facilities, funding, ideas and
report calls attention to ways of
time in order to provide effective
connecting individuals with their
Summary. As these program
social, health, academic and other
familie5 and the community. This
profiles illustrate, school-community
services to the at-risk population.
includes creating systems of coordi-
collaboration can take on a variety of
Their focus has been on health care,
nated services. (To order write: W.T.
parent support, counseling services,
forms. They are not built on specific
Grant Foundation, Suite 301, 1001
an emergency assistance fund, models; rather they are based on the
Connecticut Ave., NW, Washington,
needs of the local environment, an
childcare, and English as a second
assessment and review of "what
language. The agencies have set up
DC 20036-5541)
cooperative funding arrangements
works best" in a given situation.
Improving Children's Services,
and have opened lines of communi-
Approaches must be flexible for
Overcoming Barriers, Creating
collaboration to succeed and must
cation with the schools, teachers, and
Opportunities, M.W. Kirst, (April,
take into consideration local circum-
families.
1991). Kirst argues that "a complete
stances. In rural settings, formation
overhaul" of the current system of
Southwest Community Net-
of partnerships between the schools
services is needed for children to
and the community is important to
work (Avondale, Arizona). The
receive adequate services. He
addressing the needs of the children,
Southwest Community Network was
envisions the school as one of the
organized to improve the coordina-
as well as the survival of the commu-
many components of this integrated
tion and availability of services to
nity.
system. In calling for a more efficient
people in Maricopa County. The
system, Kirst examines the "roots" of
county is made up of small towns
Further Reading: An Annotated
the current pattern of service deliv-
with high percentages of minority
Bibliography
ery, and offers short-term strategies
and low-income populations. The
to begin the improvement process.
Failure by Fragmentetion, S.
Network, itself a consortium of
He argues that these short-term goals
Gardner, (Fall, 1989g. In this article,
various social 3ervice agency staff,
must be part of the long-term focus
Sid Gardner examines the problems
organizes and supports collaborative
on "overhauling" the system. (Phi
associated with the current frag-
projects. Through the Network,
Delta Kappan, Volume 72, Number
mented system of services ainwd at
community groups can build part-
helping today's youth. He explores
8, pp. 615-618)
nerships and integrate projects. For
the reasons behind our currently
example, the Avondale Neighbor-
Linking Schools and Community
fragmented system which he argues
hood Housing Service was awarded
Services: A Practical Guide, E.R.
stems from the "isolated program
a contract to build several new low-
our need to address
Robinson & A.Y. Mastny, (1989).
mentality"
income homes. In collaboration with
This is a comprehensive guide
each problem as it arises, therefore
the high school, a Building Trades
intended for those who are in the
creating a system of disjointed
Program was developed. Students
process of developing plans for
programs. Gardne: contends that a
are paid to work on the homes and
interagency collaboration. The guide
are taught a skill and learn work
network of services set up as a
describes the planning process
collaborative effort is imperative in
values. The district received funds to
including how to generate participa-
addressing the pressing needs ( f
buy equipment for the project. The
tion, addresses common issues (e.g.,
today's children. He views collabora-
program has expanded to the
confidentiality, parental consent, and
tion in three steps: 1) "hooks" link
refurbishment old homes.
funding), and reviews the need for
children in several programs, 2)
and process of evaluation. Sample
"glue" brings together agencies as
Other examples of projects
invitational letters, surveys, referral
organized through the network
one system, but separate parts, and
and consent forms, and funding
3) "joint ventures" brings collabora-
include a behavioral health center
sources are provided in appendixes.
tion one step further and forges
which offers low-cost counseling
A resource directory, which accom-
parmerships between and among
services but also serves a case-
panies this guide is also available.
management role through which
agencies. (To order call: California
(To order call or write: Rutgers, The
youth find support from other
Tomorrow at [phone])
State University of New Jersey,
organizations. Another project is a
Center for Community Education,
The Forgotten Half: Pathways to
demonstration site for a national
School of Social Work, 73 Easton
project which seeks to gather data on
Success for America's Youth and
Avenue, New Brunswick, New
family intervention programs. This
Young Families, William T. Grant
Foundation Commission on Work,
has an early intervention focus and
Jersey 08903, [phone] ext. 7798)
involves the entire family in the
Family and Citizenship, (1988). This
report examines the Forgotten Half,
Brief 5
f;
Educators, G.P. Guthrie & L.F.
Policies for Children with Multiple
Guthrie, (1990). This paper offers
Needs, S.B. Heath & M.W.
KNOWLEDGE BRIEF
guidelines for streamlining
1v1cLaughlin, (1989). This is a chapter
Stanley Chow
interagency collaboration efforts.
in the
Conditions of Children in
Director,
Schools today are becoming super-
a report distributed by
California,
Rural School Assistance Program
agencies, with broad-ranging social
Policy Analysis for California
service responsibilities being placed
education (PACE). The PACE report
Larry F. Guthrie
on already overburdened educators.
seeks to illustrate the quality of life
Director,
What is urgently needed is collabora-
for children in California. In doing
Students At Risk Program
tion among all agencies, including
so, it synthesizes not readily avail-
Sylvie van Heusden Hale
schools, to develop a coordinated,
able information, highlights gaps in
Research Assistant
case-managed, child-centered system
data and offers recommendations in
that efficiently serves children and
policy. In their chapter, Heath and
for
Laboratory
West
Far
and
their families. This document offers
Research
Educational
McLaughlin examMe the multiple
Development serves the four-state
advice on needs assessment, infor-
needs of children and how they are
region of Arizona, California,
mation gathering, and developing a
underserved in the current system of
Nevada, and Utah, working with
careful plan. (To order send $6.(X) to:
services. They point out the lack of
educators at all levels to plan and
Far West Laboratory, Publications
early intervention and coordination.
carryout school improvements.The
Department, 730 Harrison Street, San
In addition, they discuss the gap
mis Mon of FWL is to assis ted uca tors
Francisco, California 94107)
between policy and demographic
in the region by linking them with
colleagues; sharing information,
changes and the need for a more
expertise and innovative practices;
What It Takes: Structuring
comprehensive examination and
and providing technical assistance
Interagency Partnerships to Connect
development of a system of services.
to build I cal ca pacity for continued
Children and Families with Compre-
(To order send $20.00 to: PACE,
self-improvement.
hensive Services, A.I. Melaville &
School of Education, Univer.sity of
M.J. Blank, (1991). This monograph is
California, Berkeley, Califoraia
Far West Laboratory
divided into three parts. The first
94720)
730 Harrison Stec,.
examines the flaws of the current
San Francisco, CA 94107
[phone]
system of services and describes
The Same Client:The Demographics
what a comprehensive, preventative,
of Education and Service Delivery
This publication is supported by fed-
and collaborative system would
Systems, H.L. Hodgkinson, (1989). In
eral funds from the U. S. Department
entail. The authors argue that
this report, Hodgkinson, the author
of Education, Office of Educational
integration of services must move
a study of the
of All One System
Research and Improvement, contract
beyond cooperation toward more
interrelated educational system
no. 400-86-0009. Its contents do not
elaborate collaboration. Part two of
examines a larger interrelated system
necessarily reflect the vie ws or policies
of the Department of Education, nor
the monograph consists of a cross
that of the multitude of bureaucra-
does mention of trade names, com-
section of interagency initiatives to
cies serving families, children, and
mercial products or organizations,
illustrate the various efforts under-
individuals. He reviews four main
imply endorsement. Reprinting is en-
way. The third section provides
types of organizations: health care,
couraged with proper credit.
guidelines for individuals, such as
housing, transportation, and correc-
policy makers and practitioners, to
tions. He ar3ues that it is time that
begin their own process of collabora-
these agencies, serving"the same
tage" within which many children
tion. Descriptions of projects and
client," begin to communicate and
are caught. In so doing, Schorr
national organizations are included
develop interdependent relation-
reviews health care, social service
in an appendix and provide informa-
ships in order to improve service
and educational programs and
tion for further research. (To order
delivery. In discussing each agenc7,
policies, and documents successful
send $3.00 to: Education and Raman
he examines their services, service
strategies for addressing the needs of
Services Consortium, c/o IEL, 1001
delivery system, clients and implica-
disadvantaged families and children.
Connecticut Avenue, N.W., Suite
tions for education. (To order send
Some of the promising practices she
310, Washington, D.C. 20036-5541)
$12.00 to: Publications Department,
highlights include: comprehensive
Institute for Educational Leadership,
services, accessibility, continuity,
Within Our Reach: Breaking the
Center for Demographic Policy, 1001
timeliness, and opportunities to move
Cycle of Disadvantage, L.B. Schorr,
Connecticut Avenue, N.W., Suite
beyond the need for assistance. (To
(1988). This book is a comprehensive
310, Washington, D.C. 20036)
order write: Bantam Doubleday Dell
examination of service delivery
Publishing Group, Inc., 666 Fifth
options that demonstrate effective
Streamlining Interagency Collabora-
Avenue, New York, New York 10103)
ways to "break the cycle of disadvan-
tion for Youth At Risk: Issues for
6 Brief
r- m
NL
U.S. Dept. of Education
Office of Educational
(OERI)
Research and Improvement
/
Date Filmed
August 8, 1992