Schools and Health Our Nation's Investment (1997) / Chapter Skim
Currently Skimming:
Appendix G-1
Appendix G-1
Pages 443-455
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From page 443... ...
· The integration of services involves attitudinal changes about and structural changes in the ways that the needs of children and families are met. · Service providers work as partners with each other and with families and schools.
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From page 444... ...
The following statistics exemplify problems in Maine that interfere with learning and that can be addressed more effectively by integrated services: · Thirty-seven thousand (12 percent) juveniles live in households with incomes far enough below the federal poverty line that they qualify for Aid to Families with Dependent Children (AFDC)
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From page 445... ...
Support for School Role in Integrating Services Numerous organizations such as the National Association of State Boards of Education, the National Education Association, the National School Boards Association, the National Association of Towns and Townships, the American Association of School Administrators, and the Carnegie Council on Adolescent Development stress the interrelatedness of child health and learning and the pivotal role of schools in helping address these issues. Strong national support is reflected in Maine by position statements from such organizations as the Maine School Boards Association, the Maine Coalition on Excellence in Education, and the Maine Principals Association.
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From page 446... ...
Provide integrated services that are a. comprehensive: a full range of basic social and health services to support educational services (see list of integrated services in Part II)
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From page 447... ...
Maintain continuity of care from birth to school completion through collaboration by service providers, childcare providers, and preschool and public school staffs. Examples are: Healthy Families, Even Start, High Scope, Parents as Teachers, Headstart, Success by Six, Child Development Services, Division of Public Health Nursing, and Bureau of Children with Special Needs.
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From page 448... ...
This can be achieved by respecting individual differences (including educational and economic level, gender, and disability) , developing interagency partnership agreements, establishing clear policies and procedures regarding confidentiality, and providing opportunities for ongoing public dialogue about services.
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From page 449... ...
. These stakeholder groups should include but not be limited to parents and other primary caregivers, youth, senior citizens, service providers, churches, school administrators, and other community leaders.
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From page 450... ...
Shift the balance of funding more toward primary prevention services, especially for young children. United Way estimates that every dollar spent in early childhood development saves society 6 dollars in remedial education, welfare payments, and court and prison expenses.
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From page 451... ...
This would be an excellent catalyst for local communities to reexamine and begin to plan improvements in service delivery. It would also provide an opportunity to recognize and learn from communities that are currently collaborating.
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From page 452... ...
Legal services Case coordination Categorical funding Collaboration Social Services Support groups Mentoring Peer leadership and mediation Recreation, culture, clubs, sports School-to-work preparation Parenting education and support Health Services Health screenings Routine medical services Dental services Mental health services Nutrition and weight management Family planning Child abuse and neglect prevention Sexual abuse prevention Policing and violence prevention Substance abuse treatment DEFINITIONS Multidisciplinary teams of professionals and support staff share information and plan strategies with families and children to address areas of need Funding to be used for a specific purpose or activity Partners establish common goals, they share leadership, pool resources, and accept public responsibility for what the collaborative does or does not accomplish
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From page 453... ...
APPENDIX G-1 Cooperation Coordinated services Developmentally · ~ appropriate services Family Integrated services Local community Parent Prevention Primary prevention Secondary prevention Stakeholders Tertiary prevention 453 Partners help each other meet their respective goals, but without making any major changes in their basic services, policies, or administrative regulations Providers of separate services communicate and share resources Services that are responsive to changes in age, maturity, and other conditions The primary caregiver in a child's daily life, including but not limited to parents Separate services that are connected by common intake, eligibility determination, and individual family service planning so that each family's entire range of needs is addressed; integrated services require collaboration Town or a group of towns with a shared center A person who is a biological parent or appointed as a legal guardian of a child Includes primary, secondary, and tertiary phases (see below) Promotion of health and prevention of problems or disease (e.g., health education, immunizations)
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From page 454... ...
, Task Force on Learning Results Debra Houston, Director of Special Services, SAD #53, (Pittsfield) Orene Nesin, Maine School Boards Association, Task Force on Learning Results Arlene Nicholson, Guidance Counselor, School Board member, Task Force on Learning Results William Primmerman, Maine Department of Education (Augusta)
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From page 455... ...
Thomas Godfrey, Juvenile Justice Advisory Group, Maine Department of Corrections Judy Kany, Project Director for Health Professions Regulation Task Force, Medical Care Development (Augusta) Joseph Lehman, Commissioner, Maine Department of Corrections Susan Lieberman, Case Management for Youth, United Way of Greater Portland (Portland)
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