| Program | Brief Description | Source* | Contact |
Center for Successful Child Development (Beethoven Project) |
The Beethoven Project is a comprehensive, community-based, family support/early childhood development program located in Chicago's Robert Taylor Homes public housing complex. It provides comprehensice services to families with young children living in complex buildings, which comprises the attendance area for Beethoven Elementary School. Participant families receive comprehensive, prevention-oriented health, education, and social services designed to prepare children for school success and to help parents build stronger, more self-sufficient families. The Center combines four basic early intervnetion models - home-based family support services, center-based family support services, maternal/child health services, and early childhood education - into a single, comprehensive program designed to prepare children for kindergarten entry and later school success. | 1,2,3,4 |
Lula Ford Beethoven Public School 25 W 47 St. Chicago, IL 60609 312/535-1480 |
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| Cities In Schools, Inc. | Cities In Schools, Inc. (CIS) is the nation's largest nonprofit dropout prevention program. During the 1991-92 school year more than 60,000 students and their families received personal, coordinated, and accountable services through the CIS process. CIS insists that it is the community's responsibility to breing helping resources to its children, not the children's responsibility to "figure out" where the community has located these resources. CIS reverses the model which demands that students must seek help outside, and instead brings help inside, through the repositioning of service providers into the schools, to serve alongside teachers as a coordinated team in the battle to keep children in school. To these two primary groups, CIS adds support from the business community, as well as student interns and large numbers of volunteer mentors and tutors. CIS has found that when the teacher, a health worker, and a career counselor, for example, work together as a team with the same group of studnets each day, they are able to achieve positive changes in the students' behavior, academic performance, and attitudes - changes not possible when services are delivered in isolation, uncoordinated, and outside the educational setting. | 1,2,3,4 |
Peter Bankson Cities In Schools, Inc. 401 Wythe St., Ste. 200 Alexandria, VA 22314 703/519-8999 703/519-7213 (fax) |
| Kentucky Family Resource and Youth Services Centers | The Kentucky Family Resource and Youth Services Centers have been created as part of the Kentucky Education Reform Act. The intent of the centers is to enhance students' abilities to succeed in school by assisting children, youth, and families in meeting some of their basic needs. This is done by providing community services at the centers or by linking families to agencies in their communities. A Family Resource Center serves elementary school children and their families. Services include: assistance with full-time preschool child care for children two and three years of age; assistance with after-school child care for children ages four through twelve; health and education services for new and expectant parents; education to enhance parenting skills and education for preschool parents and their children; support and training for child day care providers; and health services of referral to health services. A Youth Services Center serves middle school, junior high, and/or high school students and their families. Services include: health services or referral to health services; referrals to social services; employment counseling, training, and placement for youth; substance abuse services or referral to substance abuse services; summer and part-time job development for youth; family crisis and mental health services or referral to mental health services; and tutoring. | 2 |
Terry Conliffe Cab. for Humand Resources, Family Resource and Youth Services Center 275 E. Main St., 4th Fl Frankfort, KY 40621 502/564-4986 |
| New Jersey School-Based Youth Services Program | This program of the NJ State Department of Human Services was insired by the school-based health clinic demonstrations funded by the Robert Wood Johnson Foundation. The "one-stop shopping" centers which link educaiton and human service systems by coordinating their services at a single location; helps 13-19 year-olds complete their education, obtain skills and additional training, and lead mentally and physically healthy lives. The initiative requires that local agencies collaboratively plan programs while allowing them flexibility in meeting basic program requirements. Sites are located at or near participating schools, although they are sometimes managed by non-school agencies, including mental health agencies, medical schools and hospitals, and other entities. In addition to core services, many sites offer childcare, family planning, and transportation. | 2,4 |
Roberta Knowlton Dept. of Human Service CN 700 Trenton, NJ 08625 609/292-7816 |
| School Development Program (Comer Process) | The Comer Process was developed by James P. Comer, a child psychiatrist and Associate Dean of Yale Medical School. It is currently used in over 250 schools in 19 states and the District of Columbia. It is a research-based school improvement process involving the skills and evergies of the entire school community working together to achieve goals outlined in the school's individual improvement Plan. The process involves 9 components: 1) governance and management team; 2) mental health or support staff team; 3) parents' program; 4) comprehensive school plan; 5) staff development; 6) periodic assessment; 7) appreciation for the roles of "leader" and "management team" in the decision-making process; 8) consensus-based decisions; and 9) "no fault" problem-solving. The governance and management team engenders the sense of community resulting from properly administered programming; it oversees the development of the school's improvement program and acts as a problem-solving group when global issues need addressing. Participation of parents in day-to-day programming efforts as well as in school gevernance builds their confidence and competence as both contributors to and decision-makers in the school community. | 1,4 |
James Comer School Development Project, Child Study Center Yale University New Haven, CT 06510 203/785-2548 203/737-4001 (fax) |
| Washington Heights Community Schools Project | The Washington Heights Community Schools Project was developed as a joint venture between The Children's Aid Society and the New York City Board of Education. Innovative academic curricula are combined with complete health and social services in a facility that is open 14 hours per day, six days a week, year-round. The "community schools" extend the use of school facilities so that they become multi-service centers providing all services required by neighborhood children and families. The project encompasses three model schools with a total enrollment of approximately 4000 children. Before- and after-school programs, which include academic support, career readiness, and recreation, are provided on a regular basis from Monday to Saturday. Health services include food and nutrition programs, drug and teenage pregnancy prevention, and immunizations, to name a few. The Parent Resource Center encourages to become more closely involved in their children's educations by addressing parent or family needs that impede school success. Summer programs provide camp experiences which encompass museum and amusement parks as well as small business workshops. Community Development projects extend the school's impact beyond schoo-based efforts by providing such services as training programs in small business development. | 2,4 |
Peter Moses Assoc. Executive Dir. Children's Aid Society 105 E. 22nd St. New York, NY 10010 212/9494921 212/460-6941 (fax) |
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