DOCUMENT RESUME ED 365 673 SP 034 975 AUTHOR Levin, Rebekah A., Ed. TITLE Greater Than the Sum: Professionals in a Comprehensive Services Model. Teacher Education Monograph No. 17. INSTITUTION ERIC Clearinghouse on Teacher Education, Washington, D.C. SPONS AGENCY Office of Educational Research and Improvement (ED). Washington, DC. REPORT NO ISBN-0-89333-104-X PUB DATE Jan 94 CONTRACT RI88062015 NOTE 200p. AVAILABLE FROM ERIC Clearinghouse on Teaching and Teacher Education, One Dupont Circ'.1, N.W., Suite 610, Washington, DC 20036-1186 ($22.50, includes postage and handling). PUB TYPE ERIC Clearinghouse Products Information Analyses Collected Works General (020) (071) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Agency Cooperation; Ancillary School Services; : Cooperative Planning; Cultural Pluralism; Delivery Systems; *Disadvantaged Youth; Elementary Secondary Education; Family School Relationship; Futures (of Society); Higher Education; Preservice Teacher Education; *Professional Services; Program Development; Program Evaluation; Public Schools; Resource Allocation; *School Health Services; School Personnel; *Student Needs; *Urban Schools IDENTIFIERS *Integrated Services ABSTRACT This book provides a picture of comprehensive children's services from a global, theoretical perspective, as well as a more practical guide to the potential roles for participating service providers and the structuring of such programs. Following an introduction, the volume is organized into 14 chapters: (1) "Moving from Cooperation to Collaboration for Improved Service Delivery for Children" (K. Whitaker and R. King); (2) 'Coordinating Services for Children and Families: The Organizational Perspective" (B. (3) "Constructing a Multicultural Framework for Intriligator); Coordinated Children's Services" (B. Fennimore); (4) "The Organization of Family-School Interactions: A Prelude to (5) "Professional Attitudes, School-linked Services" (C. Smrekar); Judgment, and Confidentiality: Tensions in School-linked Services" (6) "Financial and Economic Policy (M. Manley-Casimir and M. Hall); Issues in Coordinated Children's Services" (J. Ward); (7) "A Look Back to the Futures of Children: Developing a Shared Vision of Early Intervention" (R. Brinker); (8) "Educators Respond to New Jersey's 'One-Stop Shopping' Program" (R. Knowlton and E. Tetelman); (9) "Administrative Issues in Coordinated Children's Services: A Chicago Case Study" (M. Smylie, R. Crowson, and V. Chou); (10) "Children's Services and Urban Teacher Education: Beginning the Conversation" (M. Bay, S. King, and V. Chou); (11) "The Principal's Role in Comprehensive Student Services for Empowerment of Students and Families" (C. Capper); (12) "A SoCial Work Perspective on Comprehensive Children's Services" (S. Goren and L. Afable); (13) "A Primary Health Care Perspective on Comprehensive Children's Services" (S. Girouard and J. Igoe); and (14) "Evaluation of Coordinated Children's Services: A Collaborative, Participatory Approach" (R. Levin and J. Greene). (LL) NO.17 EDUCATION MONOGRAPH TEACHER GREATER THAN THE SUM: Professionals in a Comprehensive Services Model Rebekah A. Levin, Editor U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) o This document has been reproduced as received from the person or organization originating if 0 Minor changes have been made to improve reproduction °Wily Points of view or opinions staled in this docu menl oo not necessarily represent official t OERI position or policy IT\ ERIC1- tri) AVAILABLE 2 BEST COPY ERIC 1 TEACHER EDUCATION MONOGRAPH NO. 17 GREATER THAN THE SUM: Professionals in a Comprehensive Services Model Rebekah A. Levin, Editor University of Illinois at Chicago Published by ERIC Clearinghouse on Teacher Education One Dupont Circle, NW, Suite 610 Washington, DC 20036-1186 January 1994 3 CITE AS: Levin, R. A., (Ed.). (1994). Greater than the sum: Professionals in a comprehensive services model (Teacher Education Monograph: No. 17). Washington, DC: ERIC Clearinghouse on Teacher Education. MANUSCRIPTS: The ERIC Clearinghouse on Teacher Education invites individuals to submit proposals for writing monographs for the Teacher Education Monograph Series. Proposals should include: 1. a detailed manuscript proposal of not more than five pages; 2. a vita; and 3. a writing sample. PREPAID ORDERS: ERIC CLEARINGHOUSE ON TEACHER EDUCATION One Dupont Circle, NW, Suite 610 Washington, DC 20036-1186 (202) 293-2450 Single copy--$22.50 (includes postage and handling) Library of Congress Catalog Card Number: 93-070748 ISBN: 0-89333-104-X Typesetting by Deborah N. Rybicki This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education under contract number RI88062015. The opinions expressed in this report do not necessarily reflect the positions or policies of OF,R1 or Ell. Office of-Educational Research and Improvement The opinions, conclusions, and recommendations ex- U.S. Department ofEducation pressed in this monograph also do not necessarily reflect the views or opinions ofthe American Association of Colleges for Teacher Education or the ERIC Clearinghouse on Teacher Education. The AACTE and the CTE do not endorse or warrant this information. THE AACTE and the CTE are publishing this document to stimulate discussions, study, and experimentation among educators. The authors were en- couraged to express their judgment freely. The reader must evaluate this information in light of thc unique circumstances of any par1;cular situation and must determine independently the applicability of this information thereto. 4 Dedicated in memory of Richard P. Brinker who devoted his life to improving the lives of children and their families in the inner-city. J Contents vii Introduction Rebekah A. Levin Moving from Cooperation to Collaboration for Improved Service Delivery for Children 1 Kathryn S. Whitaker and Richard A. King Coordinating Services for Children and Families: II. The Organizational Perspective 19 Barbara A. Intriligator Constructing a Multicultural Framework for III. 45 Coordinated Children's Services Beatrice S. Fennimore The Organization of Family-School Interactions: IV. 55 A Prelude to School-linked Services Claire E. Smrekar Professional Attitudes, Judgment, and Confidentiality: V. 63 Tensions in School-linked Services Michael E. Manley-Casimir and Mary T Hall Financial and Economic Policy Issues in Coordinated VI. 79 Children's Services James G. Ward A Look Back to the Futures of Children: Developing VII. 87 a Shared Vision of Early Intervention Richard P. Brinker Educators Respond to New Jersey's "One-Stop VIII. 103 Shopping" Program Roberta B. Knowlton and Edward H. Tetelman Administrative Issues in Coordinated Children's IX. Services: A Chicago Case Study 115 Mark A. Smylie, Robert L. Crowson, and Victoria J. Chou Children's Services and Urban Teacher Education: X. Beginning the Conversation 127 Mary Bay, Sabrina Hope King, and Victoria J. Chou The Principals Role in Comprehensive Student Services XI. for Empowerment of Students and Families 139 Colleen A. Capper A Social Work Perspective on Comprehensive XII. Children's Services 153 Sally G. Goren and Lourdes B. Afable A Primary Health Care Perspective on Comprehensive XIII. Children's Services 167 Shirley A. Girouard and Judith B. Igoe Evaluation of Coordinated Children's Services: XIV. A Collaborative, Participatory Approach 179 I bekah A. Levin and Jennifer C. Greene Contributors 189 7 vi Introduction Children have been receiving services in schools for many years that go beyond what is thought of as the traditional fare of reading, writing, and arithmetic. The school nurse, social worker, psychologist, and a myriad of specialists ranging from speech therapists to guidance counselors have long carried out their separate functions within schools, each working to enable students to be healthier, better adjusted, and more successful in their endeavors. So why the need for a book about coordinated children's services? Perhaps makes this generation of children a more appropriate first question is "What them different is the so different from all other generations?" What makes environment into which they have been born and in which they must survive. The rates of poverty, crime, substance abuse, and unemployment have increased dramatically over the last 20 years, leaving many families unable to Many children come cope with the multiple demands and stressors they face. lacking the to school hungry, sick, and unprepared to learn, their parents emotionally. Further- resources to support them academically, physically, or the poverty around them, more, as the middle class has fled the cities to escape the social and economic isolation of the lower- income individuals and families who remain has become more acute. As the primary institution outside of the family with the responsibility of educating and socializing our children, schools have had to respond to ever- increasing needs of students and their families while resources have become minimum, support staff more scarce. Class sizes arc larger, supplies are at a (nurses, social workers, and others) arc spread across more than one school with time for little more than crisis management activities, and buildings are dilapidated with few funds available for their repair. Teachers and principals can no longer hope to meet their students' multiple In that model, needs using the traditional model of service provision. students' needs, often experienced as problems or crises, arc addressed in isolation from one another. There simply arc not enough resources available staff and the problems and their complexity are increasing. Similarly. support addressing the needs of the school are finding that their previous methods of vii 3 children and their families are insufficient to the level and extent of demand for their services, both directly from the students/families, and from the teachers and principals with whom they work. In response to this situation, a growing number of schools are implement- ing service provision programs based on a model of collaboration between the individuals and organizations that provide services for children. It is their hope that in coordinating their efforts, and in some cases creating mutually determined goals for their programs and activities, the needs of a greater number of children and their families will be addressed in more effective ways. Many of these programs arc also based on the notion that if children's needs are seen in an ecological framework, recognizing the interconnectedness of the multiple facets of their lives and the power of addressing them as whole individuals, rather than as fragmented consumers of service, the efforts to meet these needs are likely to be far more successful (Melaville & Blank, 1991). It is our hope that this book will help teachers, administrators, and teacher educators, providing a picture of comprehensive children's services from a global, theoretical perspective, as well as a more practical guide to the potential roles for participating service providers and the structuring of such programs. The volume is organized with the first chapters addressing broad issues related to comprehensive children's services, followed by a series of chapters that deal with the unique perspectives of participants in these endeavors. In the first chapter, Whitaker and King examine interagency activities that take place when providing coordinated children's services, in light of the These styles of concepts of cooperation, coordination, and collaboration. interaction are then illustrated with examples of interagency collaborations, highlighting benefits to organizations and the barriers that often keep collaborative agreements from being successful. The following chapter examines interagency arrangements to coordinate children's services. Intriligator outlines the interagency conditions and rela- tionships that characterize the various arrangements and identifies the features that can sabotage effective interagency efforts and successful strate- gies for addressing the problems. In her chapter, Fennimore addresses the issue of coordinated children's services in light of the need for a multicultural rather than deficit-based framework. Multiculturalism is presented as a reform process that aims to create an educational and social environment for .quitable treatment of a wide range of cultural groups. In addition to the theoretical framework, Fennimorc outlines specific actions that can be taken by those implementing coordinated children's services to ensure a multicultural approach is in place. The organizational conditions and social processes related to the family- school interactions necessary to promote school-linked social service systems arc the foci of the following chapter. Smrckar outlines policy proposals to link 9 viii schools and social services, which take into account the nature of family- school interactions. In the following chapter, Manley-Casimir and Hall address some of the tensions for school administrators and teachers in dealing effectively with the services and the new and array of comprehensive school-linked children's perhaps problematic relationships they entail. Ward then addresses many of the major policy issues related to the financing of coordinated children's services, such as the costs of providing the services as well as sources and mechanisms of funding. This chapter also raises questions concerning the effective, efficient, and equitable distribution of such resources. In his chapter, Brinker examines two programs that attempted to integrate services to preschool-age children. Although he sees schools, families, and communities as necessary participants in the design of comprehensive children's services. Brinker's case studies provide a helpful reality -check of features of the interagency planning process that can undermine the creation and implementation of a shared vision. The following chapter by Knowlton and Tetelman examines a statewide bringing program to address the needs of children and their families by together the resources and strengths of both schools and communities. The 4-year old program is described in detail, with attention to the factors that appear to contribute to its success. Through an examination of a major coordinated children's service project within four of Chicago's public schools, Crowson. Smylic, and Chou raise a number ofadministrativc issues and challenges. They also explore factors that hamper projects of this nature to integrate successfully into the host schools' cultures and operating procedures. Bay. King, and Chou's chapter focuses on teacher preparation programs. considering ways curricula can be developed or expanded to incorporate issues and challenges facing teachers who work in an urban setting. They argue that the inclusion of materials and experiences about the many services available to youth and their families will help these future teachers be more effective educators because they understand the needs of urban youth and their communities. In Capper's c:tapter, three perspectives on coordinated children's services assumptions are presented, each perspective embodying a different set of about the role of student services in a school or community. These perspectives stand to carry different roles for and demands of principals, whose students benefit from the provision of multiple services. Capper also addresses the training needs of principals, which vary depending on the coordinated children's services perspective chosen. In the following chapter, Goren and Afable discuss the role of the school social worker, one of the individuals who frequently coordinates multiple services for students and their families. They describe the roles traditionally ix