ERIC ED384475: The Integration of Education and Social Services in Rural, Small Schools. Rural, Small Schools Network Information Exchange: Number 17, Fall 1994.

132 Pages·1994·3.4 MB·English

by  ERIC

DOCUMENT RESUME
RC 020 178
ED 384 475
The Integration of Education and Social Services in
TITLE
Rural, Small Schools. Rural, Small Schools Network
Information Exchange: Number 17, Fall 1994.
INSTITUTION
Regional Laboratory for Educational Improvement of
the Northeast & Islands, Andover, MA.
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC.
PUB DATE
94
CONTRACT RP91002008
NOTE
132p.
PUB TYPE
General (020)
Collected Works
EDRS PRICE
MF01/PC06 Plus Postage.
DESCRIPTORS Agency Cooperation; *Cooperative Programs;
*Educational Change; Elementary Secondary Education;
Family Programs; *Integrated Services; Program
Descriptions; Program Evaluation; *Program
Implementation; Rural Education; *Rural Schools;
School Health Services; School Role; *Social
Services; Teacher Role
ABSTRACT
This packet includes reprints of journal articles,
reports from social service agencies, government agencies, and
consulting and educational organizations currently implementing or
evaluating interagency collaboration in small, rural schools. The
five sections of the packet explain integrated services and the
impact on rural schools; issues affecting the integration of
education and social services, such as funding, evaluation, and
change in teacher roles; collaboration and relationship building,
school and community partnerships, and trust and ownership of
participants; recommendations to guide schools and services; and a
list of organizations and references. Articles include: (1) "Rural
Schools and Service Integration: They Seem Willing--But Are They
Able?" (Robert Bhaerman); (2) "Rural Schools and Social Services"
(Jacqueline D. Spears, Larry Combs, Gwen Bailey); (3) "Streamlining
Interagency Collaboration for Youth At Risk": (Grace Pung Guthrie,
Larry F. Guthrie); (4) "Funding Initiatives for School-Linked Family
Services" (Frank Farrow); (5) "Evaluation of School-Linked Services"
(Deanna S. Gomby, Carol S. Larson); (6) "Parent and Community Support
(7) "Building Trust and Ownership"
and Involvement" (Goals 2000);
(Atelia I. Melaville, Martin J. Blank, Gelareh Asayesh); (8)
"Developing Relationships with School Staff and Students" (Ellen L.
(9) "Schools Reaching Out: Family, School
Marks, Carolyn H. Marzke);
and Community Partnerships for Student Success" (Don Davies); (10)
"Collaboration between Schools and Community Agencies in Rural
Settings" (Beverly B. Hobbs); and (11) "Going to Scale" (Atelia I.
Melaville, Martin J. Blank, Gelareh Asayesh). The last two sections
include additional information on implementation of integrated
services, and organizations concerned with integration of education
and social services. Contains 14 references. (LP)
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EST COPY AVAILABLE
1
The Regional Laboratory
for Educational Improvement of the Northeast & Islands
Fall 1994
Dear Rural, Small School Educator:
"The clinic staff listened and learned that we would have to provide more than just health care.
We were here to provide healthy caring, a process that grows over time and comes from being
part of a young person's everyday life." Testimony of Laura Secord, nurse practitioner in
high school, speaking before the U.S. Senate Committee for Labor and Human Resources,
July 28, 1992.
We know that children cannot learn if they are not fed, given adequate health care, and are not
attended to by loving caregivers. To more efficiently and coh6ively address the larger issues of
poverty, health, education and social services, many rural and urban communities have moved
toward a new design, bringing social service and education personnel and resources together.
These agencies have collaborated to form on-site school clinics, family centers, parent'ters,
home visit programs, and school-based comprehensive services. These efforts representlhe
vision of educators and social services personnel to care for the whole child, to improve their
opportunities to learn and live creative and productive lives.
This Information Exchange Packet is a compilation of articles from the reports of many social
service, government, consulting and educational organizations currently implementing or
evaluating interagency collaborations. The first section offers a general explanation of integrated
services and the impact of this new design on rural schools. The second section examines the
issues that affect the integration of education and social services, such as funding, evaluation,
In the
and the change in teacher roles, and the impact of Goals 2000 on integrated services.
third section the articles discuss collaboration and relationship building, school and community
partnerships, and trust and ownership of the participants. The fourth section contains
recommendations to guide schools and services, with ideas implemented by specific
communities. Section V is a list of resources including organizations and written references.
Many of the articles provide addresses and contacts for the schools using these programs.
We hope this will be of use to you in addressing the myriad issues that abound in enhancing
and improving the school community. We have included an evaluation card for your
comments on this information packet ane we also welcome your suggestions for future topics.
You may contact us at the Rural, Small Schools Network, 83 Boston Post Road, Sudbury, MA
01776, [phone].
Sincerely,
uth M. Ba er
John R. Sullivan, Jr., Ej.D.
Associate Program Director
Program Director
Rural, Small Schools Network
Rural, Small Schools Netwoik
Serving New England. New York, Puerto Rico. and the U.S. Virgin Islands
300 Brickstone Square, Suite 900 .-Inclover, MA 01810 [phone] Fax [phone]
CONTENTS
THE INTEGRATION OF EDUCATION AND SOCIAL SERVICES
IN RURAL, SMALL SCHOOLS
Introductory Articles on the Integration of Education and Social Services
Section I:
"Rural Schools and Service Integration: They Seem Willing
But Are They Able?" by Robert
Bhaerman in Family Resource Coalition Report, 1993-1994.
"Rural. Schools and Social Services" by Jacqueline D. Spear, Larry Combs, and Gwen Bailey in
Accommodating Change and Diversity: Linking Rural Schools to Communities, 1990.
Issues Affecting the Integration of Education and Social Services
Section II:
"Streamlining Interagency Collaboration for Youth at Risk" by Grace Pung Guthrie and Larry F.
Guthrie in Educational Leadership, September 1991.
"Funding Initiatives for School-Linked Family Services" by Frank Farrow in Ensuring Student
Success Through Collaboration: Summer Institute Papers and Recommendations of the Council
of Chief State School Officers, 1992.
"Evaluation of School-linked Services" by Deanna S. Gomby and Carol S. Larson in The Future
of Children, Spring 1992.
"Parent and Community Support and Involvement." An explanation of one of the National
Education Goals in Goals 2000 from the Office of Goals 2000, U.S. Department of Education.
Section III: Making It a Reality: Implementing the Integration of Education and Social Services
"Building Trust and Ownership" by Atelia I. Melaville, Martin J. Blank, and Gelareh Asayesh in
Together We Can: A Guide for Crafting a Profamily System of Education and Human Services,
April 1993.
"Developing Relationships with School Staff and Students" by Ellen L. Marks and Carolyn H.
Marzke in Healthy Caring: A Process Evaluation of the Robert Wood Johnson Foundation's
School-Based Adolescent Health Care Program, 1993.
"Schools Reaching Out: Family, School and Community Partnerships for Student Success" by
Don Davies in Phi Delta Kappan, January 1991.
"Collaboration Between Schools and Community Agencies in Rural Settings" by Beverly B.
Hobbs in ERS Spectrum: Journal of School Research and Information, Summer 1994.
"Going to Scale" by Atelia I. Melaville, Martin J. Blank, and Gelareh Asayesh in Together We
Can: A Guide for Crafting a Profamily System of Education and Human Services, April 1993.
Section IV: More Hints and Innovative Ideas for Implementing Integrated Services
"Guidelines for New Partners" in What It Takes: Structuring Interagency Partnerships to
Connect Children and Families with Comprehensive Services by Atelia I. Melaville and Martin
J. Blank, Education and Human Services Consortium, Washington, DC, 1991.
"Pointers for New Partners" in the article "Schools as Human Service Agencies: Can Educators
Tend All Ills?" by Joy Zimmerman in Far West Focus, Fall 1991.
"Summary of Five-Stage Process"
"Players at the State Level"
"An Example of Neighborhood Analysis"
"Checklist of Questions To Help Make Service Delivery Choices for a Profamily System"
"Should Services for Children and Families Be Located at a School?"
"Challenges for School Staff'
in Together We Can: A Guide for Crafting a Profamily System of Education and Human
Services by Atelia I. Melaville, Martin J. Blank, and Gelareh Asayesh, April 1993.
"Creative Uses of Funds"
"Seeking Community Contributions"
"Getting the Word Out Through Teachers"
"A 'Feasibility Study' to Determine the Potential for Success"
"Collaborative Councils"
in Interagency Collaboration: Improving the Delivery of Services to Children and Families by
Stephanie Kadel and SouthEastern Regional Vision for Education, 1993.
Section V: Resources on the Integration of Education and Social Services
List of organizations supporting, researching or evaluating the integration of
education and social services
Brief Reference List
5
SECTION 1: INTRODUCTORY ARTICLES ON
SERVICES
ME INTEGRATION OF EDUCATION AND SOCIAL
Reprinted with permission from the
Family Resource Coalition Report,
1993-94 No. 3 & 4.
RESEARCH & EVALUATION
RU RAL SC H 001 LS AN ID
SERVICE I N1TEG RATI
:
But Are They Able?
They Seem Willing
by Robert Bhaerman
A Rural Perspective
decide to extend their roles will vary.
Schools in the 1990s no longer
Because teachers will be more involved
operate according to business
In late 1992, 1 began to study service
in referring students to programs. they
as usual. Almost every week
integration from a rural perspective,
must familiarize themselves with
some interest group at the federal, state,
reviewing the relevant literature,
available services. To guard against
or local level proposes a new strategy
corresponding with numerous practitio-
unrealistically over-extending them-
that boldly states: "This is what is wrong
ners, and surveying 20 additional
selves. they must find a workable
with schools, and here is what we should
practitioners by means of a I3-item,
balance between their roles as class-
do to set them right." Because few of the
open-ended questionnaire. The questions
room teachers and as ombudspersons
proposed initiatives have been tested
related to such issues as the roles of rural
for children. youth, and families.
over time, educators may want to reject
school teachers and administrators, the
some of them out of hand. Others,
rural schools and
strengths and needs
of
Rural schools have evident strengths as
however, indicate great promise for
communities, ways of overcoming
well as some weaknesses. Because their
improving the conditions of schools and
barriers to service integration, services
smallersize means they often are less
aile communities they serve.
offered or not offered in rural areas,
bureaucratic, more flexible, and more
One of the more promising of these
location of services, primary target
capable of networking, they can build
proposed initiatives is based on the
groups. the role of parents and families
more readily on their greater knowl-
vision of schools as community learning
in planning service delivery\ parental
edge of individual children, youth. and
and service centers that deliver a wide
acceptance of services, governance,
families. In some cases, however, they
array of health, educational, and social
resources, facilities, state mandates, and
may need to pool their resources in
services to children, youth, and their
evaluation data. The responses to the
attempting to overcome problems
families. The delivery process, often
survey were rich in detail and valuable
resulting frpm geographical and
called service integration, implies
insights were abundant. I used their
professional isolation.
fundamental transformation of the
valuable information to prepare the
missions of both schools and community
following summary observations:
Many creative ways have been identi-
agencies.
fied to overcome the barriers unique to
Rural children, youth, and their
Teachers' and administrators' roles
rural areas, including extensive
families particularly face an inordinate
would be enhanced as schools move
educational (awareness) programs,
amount of educational, health, and social
toward greater involvement in service
varied approaches for transportation
problems, yet often they are not consid-
integration, but how far they will
(buses, vans. pooling rides), and
ered by many service providers.
satellite centers in the commu-
As recent Children's Defense
nity. The town-meeting format
Fund (CDF) data indicate, many
has been found to be helpful for
of the needs of rural students
highly visible
"Because o
identifying and mobilizing local
and their families equal or
resources and opening lines of
surpass those in urban and
communication early enough so
ools are
position
suburban communities) In a
that problems can be recognized
brief summary of his longer
and addressed.
CDF study. Arloc Sherman
active
the I
noted that -childcare is in
Although health and social
shorter supply in rural areas,
lea
services are available in rural
rural preschool children are less
areas, there are many gaps.
illitely to be in programs with
this
ties appea
Mental health services are not
ducational content, and rural
as evident as they might be.
childcare workers have less
they able?"
direction. The q
Often when services are
education than metro childcare
available, they are not acces-
workers."2
7
43
FAMILY RESOURCE COALITION REPORT 199744 NO. 3 t 4
Service Integration through the Rural Prism
Human Resources
Technical Resources
"0.41.
More
Both school and community
Accessibility of services and
agency staff are often limited in
transportation are two of the
number and available time. Their
more serious problems in rural
projected roles are extensive and
areas. Rural communities also
often they are required to do
are sometimes lacking in the
more with fewer resources and
variety and quality of health and
less support.
social services.
There is often a close relation-
Staff development for teachers,
ship between thschool and the
administrators, counselors, and
community in rural areas. Since
other support staff is limited.
peopie know each other, trust
Cross training of school and
may be easier to build, and "turf'
community agency staff also is
issues easier to overcome.
limited.
Since rural school and commu-
Technical assistance generally
*;
nity agency staff often tend to be
is underdeveloped and often is
.
more cohesive because of their
needed in further planning,
.smaller size, a greater propensity
implementing, and assessing
.
exists to collaborate, "to make it
service integration efforts.
-;:work. In order to survive, they
have to work together.
44
FAMILY RESOURCE COALITION REPORT 111113.94 NO. 3 11 4
development and technical assis-
commitment, time, and energy needed
sible, due to a lack of public transporta-
to motivate people and organizations to tance in planning, implementing,
tion.
and assessing service integration.
want to collaborate.
Lastly, there is the issue of knowl-
Although services increasingly are
edge resources. Although rural
Rural schools are not yet deeply
being provided in or near schools, some
school personnel often have consid-
involved in evaluation efforts, although
services are provided in satellite centers
erable knowledge of students and
there are some exceptions. By and
in rural communities.
their families and of the available
large, the implementation process
community resources (or the lack
appears too new to have produced
The primary target of the services
thereof), and although rural commu-
extensive results.
'varies but, to a large extent, services
nities may find it easier to establish
focus on at-risk studentsthose
networking and communication,
Rural Resources
educationally, socially, and economi-
rural school staff, indeed all school
cally disadvantaged, the traditionally
Those of us who are concerned about
personnel, need to know what has
underserved. Some attempts are being
rural education need to consider the
worked elsewhere and what may not
made to include all children, youth, and
implications of service integration in
have worked as well. In short,
their families since, as one practitioner
light of the rural context. Undoubtedly, a
although resources in rural
noted, "on a given day, any student
schools and communities often
can be at risk."
are more limited, the educational,
health, and social service needs
Many rural schools are involved in
often are as great or greater.
planning service delivery, as are
In order to overcome these four
parents and families to varying
resource limitations, creative
degrees. The latter are particularly
mechanisms can be developed
involved in advisory capacities. The
along with the appropriate team
town-meeting approach has proven
leadership, the necessary match-
to be a successful initial planning
ing of facilities to planned
mechanism, at least in the one
services, andmost important
community cited.
the vision, commitment, and long
hours of hard work needed for
Most rural parents are receptive to
successful service integration
the services offered, although as one
efforts.
practitioner noted, "I wish they were
Because of their central and
not so satisfied with the level of
highly visible position in the
services they receive."
community, rural schools are the
logical candidate for assuming a
Rural schools are involved in the
proactive leadership role. Rural
governance of interagency collabo-
schools and communities appear to
rations, commonly through The involve-
different lens can be used to analyze
be willing to move in this direction.
ment of school boards. Other stake-
service integration in rural schools and
The question is: Are they able?
holders play advisory roles. Some
communities. The diagram that follows
Hopefully, the combination of
service integration efforts are managed
presents a four-fold perspective. Each
shared resources, vision, commit-
by other agencies either directly or by
section deals with one of the dimensions
ment, and hard work will make a
means of contracted services.
found to be evident in the literature
difference between merely being
reviewed, the correspondence received,
willing and being able to meet all of
Resources in rural schools and commu-
and the survey conducted. This diagram
the educational, health, and social
nities are usually available but on a
illustrates how I see service integration
service needs of rural children,
very limited basis.
"through the rural prism."
youth, and their families.
In sum, financial resources generally
Facilities are usually an important
arc limited in rural areas. Financial
concern. Sometimes "the existence of a
Notes
limitations may adversely affect not only
facility arrangement determines
educational, health, and social services
' SHERMAN, ARLOC. (1992). Fut ling by the wurskie
whether the service can be delivered at
Chihli en in Rural Americo. (Washington, D.C.:
but also human and technical resources.
Children's Defense Fund.)
a rural site." A closely related issue is
Human resources are stretched thin,
"getting adequate services to or in the
'SHERMAN. ARLOC. (1992). Children's Defense
since both school and community agency
Fund reports on children in rural Amenca. m ram ly
facilities."
staff are more limited in number and
Resource Coalition Report. Volume I I. Number I. pp
available time. On the other hand,
12-13.
Practitioners' concerns about state
school-community relationships often
Robert Waterman, Ed. D., is a senior
mandates vary. Some states (e.g.,
are closer. Rural schools and community
research and development specialist at
Florida) support but do not mandate
agencies have "to make it work" because
Research jar Better Schools. the regional
collaboration. Some practitioners
smaller size often makes cooperation a
educational laboratory for the nad.atIontic
indicate that their states have estab-
states. This article has been o.lapted Thnn
matter of survival. Technical resources,
..4rapit.
Dr. Waterman's forthcoming
lished mandates but do not always
r.
particularly those relating to accessibility
Service Integration Through tl,. e. rJI Prism.
accompany them with sufficient
of services and transportation, are of
;,,r Better
He can he contacted at Resew
resources. What is most important, as
great concern, as is the need for staff
Schools, 444 North Third Street.
one superintendent noted, is the vision,
Philadelphia. Pennsylvania 19123.4107.
9
45
FAMILY RESOURCE COALITION REPORT 1993.94 NO. 3 4 4
BEST COPY AVAILABLE
Reprinted with permission from the Linking Rural Schools to Communities volume,
Rural Clearinghouse for Lifelong Education and Development, Manhattan, Kansas.
Rural Schools and Social Services
The involvement of schools, both rural and urban, in the delivery of social ser-
vices is hardly a new concept. Schools have always offered some servicesvision
and hearing tests, vaccinations for highly communicable diseases, and counsel-
ing for a variety of purposes. What is explored in this research is involvement that
moves beyond the children being served by the school. Can rural schools become
involved in the provision of social services to a broader clientele in ways that are
educationally meaningful to the community? While relatively few examples of in-
tegrated programs exist, a number of schools have been exploring linkages.
Strategies for involving rural schools in the provision of social services make sense
for a variety of reasons. Needs for services are growing exponentially. Urban
In Search of a Better Way
models for service delivery assume populations large enough to support the spe-
cialization and, to some extent, duplication across several agencies. Schools can
offer access to additional resourcesfacilities, shared professionals, or faculty/
student time. In addition, there seem to be educational reasons for such
linkages.
Growixg Needs
The need for effective social service programs in rural America is compelling. A
cursory study of rural demographics and economics reveals the following changes
taking place:
An aging populationan increasingly larger proportion of older rural
Americans.
Increasing cultural diversity.
Increasing need for economic diversity.
Increasing numbers of single parent and blended families.
Increasing social problems which accompany a changing societydrugs,
crime, and health care concerns are three of the major issues confronting
rural America.
Increasing adult education needs and demands related to the skills neces-
sary to function in the Information Age.
A decrease in rural isolation brought about by communications technology,
creating more awareness of national and international issues.
A widening economic gap between the rural haves and the rural have-nots.
An increasing number of rural families and children living at or below the
poverty level.
These are but a few of the social issues facing rural America as we approach the
21st Century. The harsh reality is that rural communities must cope with social
problems more similar to urban social problems than they are different. The dif-
ference lies not so much in the need, as in the mechanisms available to cope with
those problems.
1.0
37