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Nicole Rabner's Files
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Withdrawal/Redaction Sheet
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
'001. letter
Christy [Walton] to FLOTUS (2 pages)
07/22/1997
P6/b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Domestic Policy Council (Nicole Rabner)
OA/Box Number: 15422
FOLDER TITLE:
Correspondence [Alpha File] [T-Z]
2012-1035-S
kc1097
RESTRICTION CODES
Presidential Records Act - |44 U.S.C. 2204(a)]
Freedom of Information Act 15 U.S.C. 552(b)]
P1 National Security Classified Information |(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute |(a)(3) of the PRA]
an agency [(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information |(a)(4) of the PRA|
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information |(b)(4) of the FOIA]
and his advisors, or between such advisors |a)(5) of the PRA|
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes |(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions |(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
NRN
3316 North Chapel Avenue
Tucson, Arizona 85716-1416
P.O. Box 66006
Tucson, Arizona 85728-6006
Telephone (520) 322-5090
FAX (520) 323-9402
Zephyr
Press
John-
3/20/97
pls
file
REACHING THEIR HIGHEST POTENTIAL
Nicole Rabner
Domestic Policy Council
Suite 100
Old Executive Office Building
Washington, D.C. 20502
Dear Ms. Rabner,
All of us here at Zephyr Press were thrilled to hear the President speak about his
intent to create a conference showcasing the current scientific research on early brain
development. That is a subject dear to our hearts, one we've been involved with
since 1979, and we search daily for ways to get this information to parents and
teachers.
The Zephyr Press mission is to help teacher's provide brain-compatible classrooms
and to help them understand the way learning truly happens. We fulfill this
mission by producing books, videos, posters, workshops and conferences for
teachers. Enclosed are a few pertinent materials. Feel free to use them in any way.
Many others across the country are vitally working in this area. They would make a
great contribution to your conference being a powerful event with lasting impact. I
would be pleased to give you a list of names or help in any way.
Congratulations to the President and the First Lady for being the intelligent, caring
and wise leaders that they are. Somehow they are able to focus on those areas that
have possibilities for enormous and positive change for the country. We applaud
them.
Very sincerely yours,
Joey Tanner
Publisher
P.S. I heard a statement recently that is worth repeating. "If we could raise the IQ of
the slow learners in school by 3 points, we would reduce the drop-out population by
28%." This would be simple task if the country was committed to it. Let's do it!
Printed on recycled paper.
3316 North Chapel Avenue
Tucson, Arizona 85716-1416
P.O. Box 66006
Tucson, Arizona 85728-6006
Telephone (520) 322-5090
FAX (520) 323-9402
Zephyr
Press
R
REACHING THEIR HIGHEST POTENTIAL
3/20/97
Nicole Rabner
Domestic Policy Council
Suite 100
Old Executive Office Building
Washington, D.C. 20502
Dear Ms. Rabner,
All of us here at Zephyr Press were thrilled to hear the President speak about his
intent to create a conference showcasing the current scientific research on early brain
development. That is a subject dear to our hearts, one we've been involved with
since 1979, and we search daily for ways to get this information to parents and
teachers.
The Zephyr Press mission is to help teacher's provide brain-compatible classrooms
and to help them understand the way learning truly happens. We fulfill this
mission by producing books, videos, posters, workshops and conferences for
teachers. Enclosed are a few pertinent materials. Feel free to use them in any way.
Many others across the country are vitally working in this area. They would make a
great contribution to your conference being a powerful event with lasting impact. I
would be pleased to give you a list of names or help in any way.
Congratulations to the President and the First Lady for being the intelligent, caring
and wise leaders that they are. Somehow they are able to focus on those areas that
have possibilities for enormous and positive change for the country. We applaud
them.
Very sincerely yours,
Tanner
Publisher
P.S. I heard a statement recently that is worth repeating. "If we could raise the IQ of
the slow learners in school by 3 points, we would reduce the drop-out population by
28%." This would be simple task if the country was committed to it. Let's do it!
Printed on recycled paper.
THE WHITE HOUSE
WASHINGTON
July 3, 1997
Gail Tomlinson
Executive Director
Citizens Committee on
Public Education in Philadelphia
Suite 307
311 South Juniper Street
Philadelphia, PA 19107
Dear Ms. Tomlinson:
Thank you very much for sharing information with us about the Citizens Committee on
Public Education in Philadelphia (CCPEP). President Clinton has made improving public school
education a top priority of his Administration, and we appreciate hearing about innovative
community efforts. I am particularly impressed by CCPEP's investments in raising education
standards, increasing parental involvement, and sharing information with the community on
public education.
Best wishes in your important work.
Sincerely yours,
Weole Robert
Nicole Rabner
Associate Director for Domestic Policy
cc: Michael Cohen
Special Assistant to the President for Education Policy
CITIZENS COMMITTEE
ON PUBLIC EDUCATION
IN PHILADELPHIA
Abby-
Citizens Working Toward
Excellence in Public Schools
FOUNDED IN 1880
pls walk a
Suite 307
Hr of Thanks on
311 South Juniper Street
Philadelphia, PA 19107
215/545/5433
6 February 1997
my sy.
Pam Cicetti
Nicrle
Office of the First Lady
President
The White House, West Wing
SAMUEL HIRSCH
Vice Presidents
Washington, DC 20335
JAMIL AKONI
MIRIAM MEDNICK
ERVIN MILLER
LYNNE M. ROBERTS
Treasurer
ROBERTA GOLDEN
Dear Ms. Cicetti:
Secretary
ILENE BLAIN
Diane Weiss was recently with the First Lady at a conference of women in leadership
Board Members
in the Democratic Party. Apparently some of the discussion centered on issues of
JANE ABRAHAMS
BABETTE F. AUSTRIAN
educational reform. Diane asked me to share with the First Lady's office a book we have
JEANNE BAUM
found to be significant in asking the right kinds of questions for determining the
NATHAN BENDER
PAMELA CARUNCHIO
effectiveness of educational reforms. The Schools We Need and Why We Don't Have
JUDY CLAUDE
Them, by E.D. Hirsch, Jr. gives solid information on the history of reform. It allows no
MARTIN COHEN
LOUIS D'ANTONIO
one who reads it to remain comfortable with the rhetoric of "what everyone knows".
EDMUND FORTE
DOROTHY GOTTLIEB
ANN EVANS GUISE
Over the past year, Diane and I have had a number of conversations on this issue because
IRA HARKAVY
JUDITH JUSTICE
of our mutual concern with the rhetoric of reform and its 40-year focus on process. Even
JEROME KAPLAN
here in Philadelphia, a "center of reform", the key measures of that reform, after three
LIONEL LAUER
DIANE LOUCKS
years only reflect changes in organizational structure. As yet there is no real focus on the
JACQUELINE MATTHEWS
academic performance of children.
MARCIA MOON
EVELYN G. NEUMAN
NORMAN A. NEWBERG
I've taken the liberty of enclosing some information on our organization, Citizens
MICHAEL NUTTER
CAROL A. PARSSINEN
Committee on Public Education in Philadelphia (CCPEP). For 117 years CCPEP has
PEDRO PEREZ
advocated for and monitored the policies of public education in Philadelphia. On
GWENDOLYN PULLEY-EBRON
THELMA REESE
occasion we have had to serve as a catalyst for policies that support high quality
ANTHONY ROSTAIN
education. But one of our roles has always been dissemination of information on public
KARLA SHEPARD RUBINGER
JUDITH STAVISKY-SCHIFF
education. I hope you find this information of some use. If CCPEP can be of any further
HELEN SCHNEEBERG
help, please let us know.
NEVA SCOTT
ROBERT J. STRUNK
CANDICE TRAN
Sincerely,
KEVIN VAUGHAN
EVELYN WASHINGTON
DEBRA WEINER
DIANE WEISS
STEVEN WELLS
girl
ROBERTA WEST
Executive Director
Gail Tomlinson
GAIL TOMLINSON
Executive Director
Administrative Assistant
VEDA HENDERSON
CITIZENS COMMITTEE
Non-Profit Org.
U.S. Postage
PAID
Permit No. 1716
Philadelphia, PA.
ON PUBLIC EDUCATION
IN PHILADELPHIA
WORKING TOWARD
EXCELLENCE IN
PUBLIC EDUCATION
Philadelphia's first citizen advocates for
Philadelphia, PA 19107
FOUNDED IN 1880
on Public Education has been at the
Citizens Working Toward Excellence in Public Schools
215/545-5433
public education, Citizens Committee
311 South Juniper Street
forefront of policy change for more
WORKING TOWARD
than 100 years.
IN PHILADELPHIA
EXCELLENCE
ON PUBLIC EDUCATION
CITIZENS COMMITTEE
CCPEP is a think tank of volunteer
IN PUBLIC SCHOOLS
experts, spotting trends that promise
long-term improvements and identi-
Executive Director
Gail Tomlinson
fying concerns that become part of
the public agenda.
This catalytic role is unique and vitally
important, and we are proud that many
of Citizens Committee's initiatives have
helped to improve educational quality
for Philadelphia's public school
students.
CITIZ N CO ITT
ON PUBLIC EDUCATION
PHILADELPHIA -
311 S. Juniper St.
Philadelphia, PA 19107
Citizens Committee on Public
Education in Philadelphia
215/ 545-5433
311 So. Juniper St., Ste. 307
Philadelphia PA 19107-5811
CITIZENS COMMITTEE
JOIN CITIZENS
MEMBERSHIP SIGN-UP
ON PUBLIC EDUCATION
COMMITTEE
Name
Every member of Citizens Committee
Address
Monitors Policy
becomes part of the process for
Through attending Board of Education
Zip
improving Philadelphia's
meetings, serving on key committees
public schools.
Phone: Home
and panels and entering court cases
on behalf of the public interest.
Daytime
CCPEP Membership Offers You
Education interest areas
Advocates for Change
Through strategic analysis of critical
A channel to express your
needs and collaborative action with
concerns to the School Board
other groups concerned with quality
and other policy makers.
education.
A network of individuals who
Membership dues:
share your interest in
Provides Information
educational excellence.
$100 & Over Patron
Through such publications as the
(To be listed in our Annual Report)
nation's first Citizens Guide to the
A forum for increasing your
$60
Sponsor
Teachers' Contract, newsletters and
understanding of educational
issues.
$35
Member
through direct contact with public offi-
cials, media representatives and other
Information - including data,
$20
Student/Senior
civic groups.
reports and a regularly
Citizen
published newsletter.
Encourages Innovation
Other Contributions
Through the development of demon-
The opportunity to serve on a
Please make checks payable to:
stration, model and pilot projects.
CCPEP working committee.
Citizens Committee on Public Education
Promotes Excellence
Contributions to this independent, non-profit
Through the creation of issue-specific
citizens group are tax-deductible.
task forces and through the prestigious
In compliance with Pennsylvania Law, a copy of the official
registration and financial information of this organization may be
John Patterson Award for Excellence in
obtained from the Pennsylvania Department of State by calling toll
Public Education.
free, within Pennsylvania, 1-800-732-0999. Registration does not
imply endorsement.
COALITION TO CLOSE THE GAP
FUNDING DESEGREGATION IN PHILADELPHIA
On the 20th of August 1996, Judge Doris Smith ordered that the following monies
be provided by the Commonwealth to address 25 years of educational discrimination
against minority children in Philadelphia.
While the Supreme Court of Pennsylvania has ruled that Judge Smith should not
have issued her order, they have not yet decided whether funding is necessary to correct
educational discrimination in the city and, if it is necessary, who will pay for it. The School
District has already adjusted its budget to include court ordered kindergarten, early
leveling of classes (permanent assignment of students and teachers), books,
instructional materials, computers, and accommodation rooms.
Judge Smith ordered that the following additional dollars should be allocated.
Parental Involvement
$ 1.6 million
11 month principals
early school registration
staff & parent training
more telephones in schools for parent teacher contact
Professional Development
$ 12.5 million
Primarily pays for staff time (extra curricular, replacement teachers)
(Plus another $5 million the School District already has in the general operating budget)
Teaching & Learning Network
$ 6.2 million
To provide facilitators to implement the integration of academic standards
throughout the system and offer professional development specifically to teaching staff
Class Size
$ 13.9 million
To implement reduction of class size in grades one and two
Family Resource Network
$ 6.1 million
To be implemented under community school concept
To address school attendance problems
To reduce drop-out rates
School-to Career training
$ .8 million
Restore school-based budget cuts
$ 23 million
TOTAL desegregation dollars needed
64.1 million
New School District dollars
- 19 million
($13 m. state, $3 m. higher tax revenues, $3 m. cost savings)
to be put toward programs promised in this desegregation case
TOTAL new dollars needed from the state (1996-97)
$ 45 million
For more information call: Citizens Committee on Public Education in Philadelphia (CCPEP) 545-5433 or Parents Union 546-1166
CITIZENS COMMITTEE
ON PUBLIC EDUCATION
IN PHILADELPHIA
Citizens Working Toward
Excellence in Public Schools
FOUNDED IN 1880
Suite 307
311 South Juniper Street
Philadelphia, PA 19107 CCPEP : ACTIVITIES, ACCOMPLISHMENTS, PLANS
215/545/5433
1995 - 1996
REQUEST
HOW CCPEP ADVOCATES
As part of the day-to-day operation of CCPEP, the organization is required to take on many roles.
Outside Voice
CCPEP offers suggestions, provides on-going commentary, and raises concerns about the
policies, programs and the state of affairs in the School District of Philadelphia. Viewed as independent,
CCPEP is often the only entity that can effectively raise the issues that need to be raised and keep all
necessary parties at the table until the issues are resolved.
In 1994 - 1995: CCPEP served on the Superintendent selection committee, advised several
court-appointed Monitoring Teams, arranged and spoke before citywide meetings on the desegregation case
and School District budget, and provided the only non-adversarial public analysis and comparison of
Children Achieving and desegregation case court briefs with the publication of "A Confluence of
Opportunities." In addition, CCPEP's willingness to comment publicly on issues, either directly or through
public forums, has led to its being consulted by the School Board Members for direction in establishing
topics and speakers for administrative reports to the Board.
*
In 1996 CCPEP will continue to offer impartial commentary on the state of public
education in Philadelphia through quarterly printing of our NEWSBRIEFS, holding of public meetings on
key educational issues and the offering of public testimony in legislative hearings and, where possible, in
the press.
Monitor
The presence of the public is a powerful incentive for those in authority to think carefully
as they make vital decisions about public education in Philadelphia. Representatives of the School Board,
Administration, and City Council are aware that members of CCPEP, from board members to staff, are
present, will record and comment on the decisions made and hold them accountable.
In 1994 - 1995: CCPEP continued its on-site observation and research by reinstating regular
visits to schools. School visits enable CCPEP to understand the affect of School District policies in the
classroom and the school site.
* In 1996 CCPEP will begin its second round of school visits, which in part will follow-up
early discussions on use of school resources. A comparison of some of these schools with those already in
the first six clusters will become crucial as second and third cohort schools come on board. Without the
resources, many schools not formally designated clusters are beginning to foster their own networks in
keeping with Children Achieving. It will be germane to the ultimate
success of Children Achieving across the city to know if these self-determined efforts are allowed to
continue or must be re-molded into a more pure Children Achieving design.
*
It will also be crucial for CCPEP to maintain a presence in the desegregation case as the
plans now approved by the Court are implemented and funding is sought to support them.
Coalition Builder
CCPEP takes great pride in its ability to bring together and facilitate the work of groups in
support of public education. Long ago CCPEP, recognized that one of our strongest "grassroots" efforts is
our outreach to organizations who use our material or the information we provide to disseminate to their
grassroots membership.
In 1994 - 1995 CCPEP continued to convene, administer and coordinate the intervening
groups in the desegregation case currently before Commonwealth Court. CCPEP has worked hard to
establish both the contacts and the dialogue which will encourage individuals and groups to work together
to affect available funding to and the quality of the education in Philadelphia schools. CCPEP continues to
encourage the groups with which it comes into contact to speak out more publicly and/or forcefully on
issues in public education.
*
In 1996 CCPEP will conduct a series of Community Meetings to explain Children
Achieving and its opportunities for community/parent involvement. In addition, CCPEP will begin a more
formal yet still ad-hoc organizational outreach to encourage groups wishing to deal with city/state issues
related to education to work more closely together. In this vein CCPEP is pursuing the creation of a
coalition to develop guidelines for the evaluation of the Children Achieving Agenda.
Source of Information
CCPEP takes its name seriously, and increasingly attempts to gather and evaluate
information on public education and then make it available to the widest possible public audience.
In 1994 - 1995: CCPEP provided written commentary on public education through the
publication of "A Confluence of Opportunities" on the desegregation case and several editions of the
NEWSBRIEF. In addition, CCPEP's regular Annual Meeting and Public Forum was held with
Superintendent Hornbeck as key speaker and the series of Education FORUMS were expanded to include
a parent voice among the variety of well represented organizational voices.
*
In 1996 CCPEP plans to expand its means of public communication through
NEWSBRIEFs and Education Forum Series while adding community meetings/briefings that will more
directly serve the practical needs of parents who were or wished to be part of the school decision-making
process.
Developer of Research and Pilot Projects
CCPEP is proactive in its pursuit of information regarding the state of public education in
Philadelphia.
In 1994 1995: CCPEP began a series of school visits in order to understand better how
schools identify, allocate, and use their resources. CCPEP Board Members visited schools and conducted
interviews with school staff regarding their School Improvement Planning Process. CCPEP believes that
the understanding of this process is key to community/ parent participation, support of real financial
decisions at school level, and ultimately school self-governance.
*
In 1996 CCPEP intends to expand its cycle of school visits to include comparisons of
cluster and non-cluster schools and to encourage the evaluation of the implementation of the Children
Achieving Agenda by non-profit, education groups that have experience with the School District of
Philadelphia. It is crucial that the District know whether the structures and supports of the cluster
organization are necessary and successful in affecting the performance of the individual child in the
classroom.
CCPEP
Education Policy Bulletin
FOUNDED IN 1880
a report to business and community leaders
from The Citizens Committee on Public Education in Philadelphia
A CONFLUENCE OF OPPORTUNITIES:
Children Achieving and Philadelphia's Desegregation Case
INTRODUCTION
For more than 115 years, Citizens Committee on Public Education in Philadelphia has
concerned itself with the policies that support high quality education for all children who attend
Philadelphia public schools. CCPEP's long standing role has been one of identifying significant
educational issues and advocating for the appropriate policies which support structures and
procedures which make change possible.
Philadelphia in 1995 is positioned to become the first urban, largely minority school district
in this country to fully prepare its student population with all of the knowledge and skills to succeed
in our society at large. This possibility emerges from the confluence of court orders issued in a 23-
year old desegregation case and the arrival of a new superintendent and his agenda for school
restructuring and improved student academic performance.
Much has been made of the differences found in documents issued by the Court and the
School District regarding desegregation and educational reform. With this report, CCPEP intends
to focus on the many areas of agreement in these several documents while noting issues and areas
that still need clarification. CCPEP will also raise concerns which we believe warrant further
attention by all participants in public education.
311 S. Juniper Street Philadelphia, PA 19107
-GOU->
CONTENTS
INTRODUCTION
Purposes of this Report
BACKGROUND
3
The Desegregation Case and the documents it has produced
A SHARED REFORM
6
Ideas held commonly by the Court and School District
THE COURT ORDER OF APRIL 27, 1995
7
A summary
DIRECTIONS AND INTERPRETATIONS
9
Areas still needing discussion and including references to
the School District Response of May 19, 1995
CCPEP CONCERNS
13
Eight areas of concern
CONCLUSION
20
SUPPLEMENTS
Summary of the School District Response of May 19, 1995
22
Summary of the 46 points of the Court Order of November 28, 1994
24
2
BACKGROUND
For more than 23 years the School District of Philadelphia and the Pennsylvania Human
Relations Commission wrestled with the means of integrating Philadelphia public schools yet, in
the last several years the demographics of the School District have altered so that full racial
integration of our schools is impossible. In 1993, CCPEP led intervention in this case as a means
of refocusing attention on the need to provide all necessary supports for minority and poor children
to excel academically regardless of whether in racially isolated or desegregated schools. The Court
has taken a lead role in reviewing the performance of the District through the services of a panel of
national experts and issued orders for School District mediation of specifically identified problems.
These include reduced class size, availability of kindergarten and the need for a survey of existing
facilities for repair or replacement.
At virtually the same time, the School District hired a new superintendent who stated that
among his reasons for coming to Philadelphia was the focus that this case brought to school reform.
Superintendent Hornbeck's reform agenda, Children Achieving, was made public on February 7,
1995.
In the past few months several documents have been issued by both the Court and School
District which will impact on how education reform will take place in Philadelphia.
1. A Court Order was issued in November of 1994 listing 46 points to
be addressed by the School District.
2. The Children Achieving Action Design made public in February
1995 offered the District's vision and plan for the system.
3. The School District responded on February 15, 1995 to the 46
3
A Confluence of Opportunities
points of the Court Order.
4. The Court Monitoring Team issued their report in March of 1995
evaluating the School District's response to the Court's original
order.
5. The Court issued a second order on April 27, 1995 which
commented on the areas of the School District Response which
the Court found either in compliance or in need of revision.
6. The School District issued a second report to the Court on May 19, 1995
responding to some of the Court's concerns.
Public comment on these documents assumed that they should be virtually interchangeable.
However, while the overarching purpose of the School District plan and the Court Orders may be
similar, the means by which they intend to affect the quality of education for children in
Philadelphia public schools show significant differences.
The Court Orders of Nov. 28, 1994 and April 27, 1995 speak to what the School District
must do to address the lack of integrated opportunities for students in Philadelphia public schools
and to comply with Court orders. The Children Achieving Action Design is both the new
superintendent's vision and plan for educational reform in the School District. The February 15th
response to the Court's November 28th Order attempts to explain how the Children Achieving
Agenda will also serve to bring the School District into compliance with law regarding
desegregation and equity education issues. The Monitoring Team Report represents the Court's
oversight arm, evaluating whether the District's responses and actions truly meet court requirements.
CCPEP
May 1995
4
There is, however, a subtle, key thread running through the exchanges between the Court and
the School District. It has little to do with goals, or standards or the approaches to education to be
used. It instead has a great deal to do with the question of commitment.
The Court's Education Team Report of September 1994 includes the following language:
"But this Team found that the School District has used these obstacles [violence, vandalism,
health care needs, etc.] as an excuse for its failure or refusal - over 23 years - to provide equal
educational opportunity and a high quality education for all students, especially in racially-isolated
schools. Although we did find individuals and professionals throughout the system trying to make
a difference, school staff consistently used external obstacles to justify inaction and poor student
achievement." (p.4)
However unfair it seems to lay on the shoulders of the current School District administration
the 23 years of ineffective action of all parties in this desegregation case, ultimately it is the School
District's responsibility to rectify identified inequalities in the education they provide.
While other courts may not have been truly involved or rigorously vigilant in the oversight
of the desegregation and education issues, this Court intends to be. This Court must then be both
clear and specific about what is to be measured and what results they should expect to see.
While other School District administrations may have provided the Court with plans which
were process oriented, not results driven, this administration has assured the Court that results will
be the driving factor. But after 23 years assurances are not enough. This Court intends to hold the
District, not just to a vision statement, but to a clear and defined process for getting stated results.
It seems that 1995 finds commitment for the first time to the desegregation case and its
academic achievement component by all parties at the same time. The Court also demonstrates a
5
A Confluence of Opportunities
willingness to support, encourage and perhaps compel, especially where necessary funding is
concerned, this process to be effective. If this focus can remain positive and constant over the
months to come and the inevitable changes a plan of this scope surely will require, then the children
of this city cannot help but benefit.
A SHARED REFORM
CCPEP is heartened by the many common actions found in both Superintendent Hornbeck's
Children Achieving Action Design and the Court Orders of November 28, 1994 and April 27, 1995.
These are :
1. Full-day kindergarten must be provided to all children entering District schools.
2. Class size must be reduced beginning with kindergarten classes which are to
have a teacher and aide for every 30 children. Implementation for the upper
grades remains, as yet, undefined.
3. The appropriate allotment of teachers and the leveling of classes at the
beginning of the school year, codified in the current PFT contract will
reduced to a two week process.
4. Professional development and training is needed for teachers, staff and
principals to improve teaching methods and school climate, as well as training
for parents and personnel in new governance structures.
5. Certified substitutes must be encouraged to work in areas of the city typically
underserved by a consistent pool of certified substitutes.
CCPEP
May 1995
6
6. Adequate funding must continue to be pursued from both governmental and private
sources to meet the needs of educating children in Philadelphia.
These documents also identify other issues for effective education reform in Philadelphia.
Among those issues are :
the need to establish standards and to develop a means of assessing them
further involving parents in the education of their children
upgrading facilities and the safety of those in school buildings
a means of defining the accountability of each person who is part of the education
process.
However, there remains a tension between the Court Documents and School District as to
the means of both defining and identifying the procedures for successfully meeting these concerns.
The tone of the report of the Court-Appointed Monitoring Team has been characterized as negative
in much public discussion. A careful reading suggests that this is an exaggeration. What does set the
tone of this report is that it requires, on virtually every point of Judge Smith's original order, more
specific information. In some cases the request is for more substantive information, in others the
request is for the specifics of some process to be "spelled out".
THE COURT ORDER OF APRIL 27, 1995
Key now to discussions is the most recent Court Order of April 27, 1995. This document
comments on School District compliance with the 46 points of the Court's original Order of
November 1994. The Court divides its current Order into sections on (1) "compliance or in
substantial compliance", (2) "areas in substantial compliance and requiring some refinement", and
7
A Confluence of Opportunities
(3) areas for which the Court orders modification.
1. Areas where the Court and School District are in greatest agreement, more specifically
those areas where the School District plan most clearly addresses the concerns of the desegregation
case are as follows:
collaborations with PFT regarding teacher certification and with other city agencies
regarding expanded pre-school offerings
class leveling by week two of classes & reduced class size for kindergarten by 9/95
reports over the next six months on bilingual education, special education,
expansion of the school year, community school and baseline data
creation of alternative disciplinary schools and in-house accommodation rooms
efforts to secure additional substitutes for racially isolated schools (schools with a student
population of 90% or more of one race or combination of minorities)
additional outside funding for the system as a whole
2. Areas where the Court is concerned that the School District plan does not address the needs of
the desegregation case are:
how does professional development relate to current or future standards?
what are the plans and the ability to reduce class size beyond kindergarten levels?
how and to what extent will collaborations take place to insure school-to-work
and/or school-to-higher education take place?
what lines of authority are being established in the new offices of Equity Assurance and
Professional Development?
CCPEP
May 1995
8
what are the plans for replacing the current regional organizational structure with
a cluster structure?
and what will be the impact of an as yet undefined plan for the expansion of magnet
schools to be made available in June of 1995.
With the exception of the establishment of a new organizational structure, the Court appears
in agreement with what the School District wishes to do. Even where the organizational structure
is concerned, the Court has asked primarily for an explanation of how the new structure is an
improvement over the current one. This is a point the School District has taken great pains to explain
in its May 19th report to the Court.
The need for more effective and clear dialogue between Court and School District fall in the
following nine areas: (1) parental involvement, (2) teaching/learning/professional development,
(3) education improvement, (4) desegregation strategies, (5) school climate/safety/discipline
(6) organizational restructuring, (7) facilities, (8) reporting and monitoring, (9) resources.
DIRECTIONS AND INTERPRETATIONS
Throughout the exchange of orders and reports to the Court, there has been an attempt to
clarify the definitions, procedures, and requirements of both the educational and legal processes
which influence education and desegregation reform in this case. There remain areas where
information to the Court has not yet been provided or has not yet met Court needs.
1. Parental Involvement
The Court definition of Parental Involvement is among the first issues raised. The Court
definition appears to target support for the parent in terms of helping their children academically and
9
A Confluence of Opportunities
encouraging their immediate participation in improving school safety and climate. Children
Achieving primarily defines the role of parents in terms of participation in school governance issues
although their May 19th response to the Court indicates plans to work with several parent groups
to frame an action plan for the definition and implementation of parental involvement.
2. Teaching and Learning/Professional Development
Standards and assessments are companion pieces which the School District contends will
drive educational reforms. Over an 18 month period standards in math, science and language arts
will be developed and the means to assess student performance in these areas will be established.
The Court agrees with this focus yet requires additional information. How will the process evolve
in terms of identifying specific standards? How will student performance be measured against those
standards?
Professional development and training for school staff and parents are issues which both
Court and School District consider vital to affecting educational reforms. The School District states
its intention to begin such training immediately in some schools and/or clusters. The Court questions
how effective such immediate training will be in areas such as standards and assessment which,
having been identified as needing revision, are in a state of flux. In light of the 23 years of delay in
this case, the Court apparently requires a greater assurance of the ability of the School District to
meet its goals by clearly and specifically identifying their processes and timelines to the Court.
3.Education Improvement
The Court's remaining concerns regarding education improvement are (1) the expansion of
career and magnet programs as they relate to school-to-work and/or college transitions, (2) school
CCPEP
May 1995
10
self-evaluations and (3) the assignment of more experienced teachers to racially isolated schools.
The School District has responded to the first item through their discussions of "real-world"
competencies, establishing partnerships with employers and developing culminating and
performance standards. The Court requires more specific explanations of these procedures, the
development of plans for having school self-evaluations, and for specific policies to insure making
more experienced teachers available in racially isolated schools.
4. Desegregation Strategies
Magnet schools are a staple of desegregation cases across this country and often serve as the
primary legal remedy to the integration of school districts. While such programs have not always
served to increase the integration of racially isolated schools, such programs have often served to
stabilize integrated populations. The School District has made a commitment to maintain the
magnets currently in existence. The Court has required a plan that would expand the current magnet
system as well as provide for other advance programs in racially isolated schools through the
provision of additional resources to those schools. The Court also wishes to review other potential
desegregation remedies including, among others : changes in boundaries and/or feeder patterns, new
facilities, student transfer opportunities, culturally diverse activities, etc.
5. School Climate, Safety and Discipline
Absenteeism and truancy are problems which the School District Action Plan hopes will
diminish in importance when schools are restructured into smaller learning communities. The
Court, concerned with the seriousness of these problems in racially isolated schools requires that
there be more direct action to reduce absenteeism and truancy. One specific action the Court requires
is the return of Home and School visitors. In addition the Court addresses the issue of school climate
11
A Confluence of Opportunities
by requiring the development and distribution of a voluntary dress code.
6. Organizational Restructuring
Although elements of the Children Achieving Agenda are evident in a number of districts,
the proposed specific structures of clusters and supporting instructional and social service networks
as envisioned for Philadelphia have no direct parallel. The use of cluster support systems related to
professional development and family services will provide the school community greater access to
these services than the current regional structure permits.
However, the Court will not permit a change in the regional organization of the school
support structure until the School District has identified whether all current supporting functions will
be included in the proposed reorganization. While it may be argued that the current structure does
not work, the Court has not yet heard sufficient information that the current structure cannot work.
In addition, the Court requires further information, especially as it applies to racially isolated
schools, on the Equity Formula for Resource Allocations which the School District is now
developing.
7. Facilities
Inadequate facilities and maintenance deficiencies in many of the more than 260 buildings
for which the School District is responsible are extensive. The School District is committed to an
extensive inventory and evaluation of all of its holdings but has not addressed a process for meeting
the delay in filling current work orders. The Court requires that the School District address the need
for immediate repair and stabilization of its extensive physical plant beginning with the more than
134 racially isolated schools.
CCPEP
May 1995
12
8. Reporting and Monitoring
The only unresolved issue in this area addressed by the Order of April 27, 1995, regards the
ability of the School District to provide baseline data in areas requested by the Pennsylvania Human
Relations Commission.
9. Resources
The Court has accepted the School District's promise of a report of the Task Force on
Management and Productivity to be made available in August of 1995. There are questions,
however, as to whether the scope of this report is designed to meet the needs of the Court's request
for information.
Both the School District and the current Intervenor groups believe the Commonwealth is
responsible for past inadequate funding of Philadelphia schools. Perhaps most important is that both
are also in agreement that the Commonwealth should be brought into the case as a party to be held
as a crucial partner in the funding of the "thorough and efficient education" issues which this case
addresses. The Court has promised to rule on this issue once the District's modified plan has been
approved.
CCPEP CONCERNS
Even when there are differences in the definition of terms and/or timelines for
implementation in the documents discussed, the broad concepts and the need for change in those
areas are not in debate. Nor is it debatable that the timing of the Court and the School District
attention to educational reform provides a striking opportunity that this city cannot afford to miss.
CCPEP remains concerned, however, that there are elements of educational reform as well as the
13
A Confluence of Opportunities
process of reform itself which may yet serve as stumbling blocks for the effective advance of
educational change in Philadelphia.
Definitions: As mentioned previously in this report, differences in Court and School District
documents often centers on the definitions each assigns to the key elements, processes and/or
outcomes that are necessary to specifically meet compliance and reform needs. CCPEP believes that
a common lexicon should be agreed to so that all parties may begin discussions on common ground.
Process and Timelines: How the above elements are defined often sets the parameters for the
process chosen and expected time of completion. While agreement on definitions is still debated so
too will the establishment of reasonable timelines. It must be recognized, however, that the Court
has both the right and responsibility to require timelines that most expeditiously alleviate any past
non-compliance of the District on desegregation issues.
Accountability: The Children Achieving Action Plan assumes responsibility on the part of the
School District and its employees to meet the educational needs of the children in public schools in
Philadelphia. The Court in turn holds the District responsible for those elements of education most
directly related to the desegregation case before it. Both School District and Court envision a
broader role for parent and community in establishing educational reforms. And the Court's
recognition of union concerns in its most recent order emphasizes the importance that all
organizational entities in the school community must be part of the decision-making process.
CCPEP
May 1995
14
Yet CCPEP remains concerned that neither the process nor means of holding District, staff,
community, parents, union are more specifically identified in terms of governance. The Court holds
the School District accountable for supplying a modified plan, reaching the goals set by that plan
and submitting reports as defined on a timely basis. However, until the roles of parents, community
and School District Staff are more clearly defined in terms of governance, the confusion inherent
in wondering "who's in charge" will prevail over any expected educational reform. In turn, how does
the Court intend to hold the unions and community responsible? These questions need to be
addressed if accountability is to pass from a vague expectation of "people will be held accountable"
to the specific, measurable and attributable responsibilities which will demonstrate how all
participants in this educational reform are held accountable.
While recognizing that these roles need to be refined, we do not think any of these concerns
should be a reason to be faint-hearted about the bold Children Achieving Plan. We hope that
seasoned educators and their leadership in the Philadelphia Federation of Teachers and
Commonwealth Association of School Administrators will commit to this plan and bring the
experience that is so necessary to making it work.
Assessment: CCPEP recognizes that in order to hold people and systems truly accountable, one
must be quite clear about the expectations and measures of performance. This remains true for the
evaluation of student academic performance in the classroom to the evaluation of any employee in
reference to his/her work performance. But the measures for academic performance for Philadelphia
students have yet to be established and for the next year at least the District will run with a dual
organizational structure. How will we assess student and staff performance in the transition from
15
A Confluence of Opportunities
what is now to what will be the Children Achieving model, or does true measurement only begin
once Children Achieving is fully in place? How and what will we measure? How will we know
when enough is enough? How will we know when to do better? In the next few months, the
proposed number of changes expected within the Philadelphia public education system from
structures to standards will be staggering. Virtually every level of education in the system will be
in the midst of conversion.
CCPEP remains concerned that because process and/or organizational changes will be easier
to assess, there is a danger that the change in student academic results, school by school, will not
be pursued until the structure in which it exists is assessed and deemed perfect.
Organizational Structure: A cluster organization of schools envisioned by the Children Achieving
Action Design has been one of the major points of discussion in virtually all circles. While the
current regional model was not necessarily inherently flawed, its implementations appears to have
served schools and students differently from region to region. Despite organizational imperfection,
those functions which were effective must be identified and included in the vision of the clusters.
There is concern, however, that while the debate over the organizational structure of the District
continues, it takes time, energy and focus from more direct student performance issues.
Magnet Schools: Nowhere has the lack of definition of terms more impeded discussion of
educational reform in this city than it has in the area of magnet schools. This term has been used to
identify the District's historic special admission schools such as Philadelphia High School for Girls,
CCPEP
May 1995
16
Central, Masterman, Saul High School; schools whose admissions have been zero-based for
desegregation purposes such as the High School for Creative and Performing Arts; and themed
schools with accelerated academic programs regardless of population.
CCPEP supports the maintenance of historic special admission schools and existing magnets
for desegregation purposes but recognizes the expansion of such models may indeed "skim" the
highest performing students from neighborhood schools. CCPEP is concerned, however, that while
attention is clouded by varied magnet arguments and definitions, the opportunity to establish within
each school accelerated academic programs, perhaps tied to special themes and funded through
federal programs, will be delayed.
Funding: It is significant that both the School District and the several Intervening groups in the
desegregation case have supported and believe vital, the inclusion of state government as a party to
the case. The Court has determined that it cannot rule on this issue until the School District provides
an acceptable plan and certain assurances regarding its fiscal, administrative and educational
effectiveness.
To address the on-going concerns about School efficiencies, CCPEP believes the School
District should respond to the Court order for information in the following three areas:
School District audits : There is a broad perception that the School District of
Philadelphia is, by nature of its size (23,000 employees) and budget ($1.5
billion for FY 95/96), inefficiently managed. Both financial and performance
audits should determine whether funds have been appropriately allocated by
the District for instructional program, school support services and administration.
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A Confluence of Opportunities
Creative Partnership and ideas: The School District, has already demonstrated a great deal
of initiative in obtaining foundation funding as well as in establishing partnerships
with the business community. However it must continue to seek funding options
beyond the immediate need to match Annenberg dollars for the reform process itself.
It is clear that foundations cannot be expected to make up for insufficient public
funds for general opperations but at this critical juncture they can help to offset the
costs of reform.
School productivity: Ultimately the funding, economies and efficiencies, accountability and
responsibilities must be played out at the school level if children in Philadelphia
public schools are to succeed. Student success requires a common desired outcome
by all the parties involved : student, parent, principal, staff, union and School District.
This will require looking at the structures, hours and work rules, many specified in
contracts and agreements, to determine how students can best be served.
CCPEP believes that issues which will need discussion include prep
time, class size, schedule and job duty flexibility, among others. While
recognizing many of these issues are already being discussed or have
already been modified on school by school basis, others have not. Future
contract negotiations will need to address assessment, accountability and
resource issues as they affect the staff. If materials, better working conditions
and other tangible resources are the School District responsibility and share,
what is the staff responsibility and share to guarantee student achievement?
CCPEP
May 1995
18
Again, how will we know success, how will it be measured and how will
accountability be established?
Ultimately, however, there is a governmental responsibility to provide "a thorough and
efficient education" to all children in the Commonwealth of Pennsylvania. While there is general
agreement that additional state funds are key to the success of this reform, there is less clarity about
the means of compelling the state to meet its responsibility. The Court through the case currently
before it can define and re-emphasize the State's responsibility to provide such an education.
CCPEP believes that Superintendent Hornbeck has made a good case for the money he
proposes to spend. It is true that it is a large, even staggering sum, but it is not out of reach on the
basis of per pupil expenditure made available to the suburban districts that surround us. We are in
a position of playing catch-up for many years of under-funding. And catch up we must.
The Learning Transaction: This report originated in the need to reflect on the specific issues
brought up in Court and School District documents but this report would also be incomplete if it did
not take into consideration some of the issues not addressed.
The many elements which make up CCPEP's concerns and the unresolved issues between
Court and School District are primarily those of structure, governance and/or process. The results
expected from student performance and how all of the structure and governance issues will actually
and effectively drive teaching practices are as yet barely explored. As District, Court and public
wrestle over definitions, structures and roles, it is important to measure these changes against the
learning transaction - what takes place between teacher and child in the classroom. That measure
does not always seem to be a function of the educational equation as funding and reform needs drive
19
A Confluence of Opportunities
educational choices.
We see lack of funding driving choices which support the reform initiative but back off from
key education elements that are recognized, proven and agreed upon as vital to all student learning.
For example, the passing of the School District budget on May 24, 1995 provides for the reform
initiative intact in one quarter of the city schools represented in the first six clusters. However, the
promise of full-day kindergarten for all eligible children as agreed to by all parties has been reduced
to only at-risk schools in those clusters.
CONCLUSION
It might be wise to reiterate the different purposes of the documents being discussed in this
report. The Children Achieving Action Design is an extraordinary vision statement which places
first and foremost the need for all activities of the District to result in increased student academic
performance.
The Court documents and subsequent School District responses must address the specifics
of how the vision will confront the identified inequalities of educational opportunity and outcome
for the children of this city. The Court, responsible for requiring the School District to rectify those
inequalities, cannot measure the vision only the means and results promised.
There have been innumerable education plans that ultimately served no one. The last six
months of back and forth discussions between the School District and Court have been characterized
by many as a "waste of time" or "jockeying for position and power." But the clear identification of
what can and will be done to improve student learning and how specifically those changes will be
CCPEP
May 1995
20
measured is absolutely vital to the success of children in Philadelphia schools.
It is important for the public to be aware that this case does not end with the presentation of
a School District plan which the Court can accept and order implemented. Rather this case actually
begins at that point. Over the next six months alone, additional reports on magnet schools, special
education, bilingual programs and management productivity will be sent to the Court which may
again require modification of the plan or its parts. If we are not clear about what is to be done and
willing to take on a role of monitoring and questioning the effectiveness of what is done, surely
another 23 years and two more generations of our children may be lost.
Philadelphia has a history of reform efforts that have not worked over the long term or to
great effect because they lacked either public or professional will. Neither Children Achieving nor
the desegregation case can become a casualty of this entrenched and self-defeating attitude.
Educational reform in our city cannot proceed as an either/or proposition.
Many of the requirements of the Court documents and the changes in Children Achieving
are long over due and so fundamental that its difficult even to call them "reforms." CCPEP supports
full funding to make possible these changes. As demonstrated in this report, Court and School
District are very close to full agreement on the educational changes needed for Philadelphia public
schools, especially in those areas integral to the desegregation case itself. It is vital that these areas
in agreement not only be recognized by the parties involved, but vigorously pursued.
CCPEP believes that parents and citizens must emphasize to all parties involved that we will
not permit the few areas of difference to be used as the means for educated adults to posture while
failing to educate another generation of children.
###
21
A Confluence of Opportunities
SUMMARY: SCHOOL DISTRICT RESPONSE TO THE COURT- MAY 19,1995
This document offers School District responses to specific Court concerns raised through hearings
and the November 28, 1994 and April 27, 1995 Court Orders. Among the areas addressed are:
Parental Involvement: The District has included as Appendix A, an action plan presented
to it by Parents Union which lists expected behaviors and actions by school personnel and parents.
Key District personnel responsible for the development with the community of a comprehensive
plan for parental Involvement are also identified.
Teaching and Learning/Professional Development: Standards and Assessments have been
addressed more specifically regarding the participants (teachers, principals, parents, curriculum
specialists, business, higher education, etc., with technical assistance through the Philadelphia
Education Fund) and the actual process for the development of standards and assessments tools.
Educational Improvement: (a) Career Academies and Magnets - A report will be issued
on June 30, 1995. (b) School Self-Evaluations - The District feels its yearly School Improvement
Planning Process addresses this issue. (c) Experienced Teachers in Racially Isolated Schools -
Defined by the District as the number of years in the profession, 60.13% of teachers in racially
isolated schools and 62.68% of teachers in non-racially isolated schools have seven or more years
of experience. The District and PFT are discussing schools were the percentage of experienced
teachers is not so high. Through aggressive outreach, the District has added 200 certified substitutes.
Desegregation Strategies: The District will produce a report by June 30, 1995.
Resources: (a) Management and Productivity Task Force - Their report will be available in
August 1995. (b) Reductions in Staff - With reference to Appendix B the District notes a drop of
CCPEP
May 1995
22
35% in central administration staff and 49% in paraprofessionals over the last seven years.
Appendix C refers to Positions To Be Added over the next two years, primarily in school and
student support areas. (c) Follow-Up of Prior Audit Findings and Recommendations - refers to
Appendix D and recommendations by the City Controller with School District Responses.
(d) Vehicles - includes a summary of vehicles assigned by department and the permitted use of each.
(e) School Board Member Expenditures - refers to a list of same in Appendix E.
School Climate, Safety and Discipline: (a) Responding to Absenteeism and Truancy - The
District refers to Appendix F and the unrealistic expectation that home and school visitors can deal
with over 40,000 absences a day. What is expected is that these issues will only be addressed by
dealing with "root causes" of absenteeism. (b) School Safety - The District offers previous lists of
current safety and violence prevention initiatives. (c) Model Voluntary Dress Code - to be developed
and presented to schools before June 30, 1995.
Organizational Restructuring: (a) Resource Allocations Formula - is still in development.
(b) School District Restructuring - The District lists its progress to date in establishing the Office
of Standards, Accountability and Student Support, School and Cluster Councils, Small Learning
Communities, Clusters, Cluster Leaders, Teaching & Learning and Family Resource Networks,
Equity Assurance, and the Transition from Regions to Clusters (Appendix G).
Facilities: The survey will be completed but the District proposes repairs based first on
danger and/or severity, then all racially isolated schools.
Reporting and Monitoring: The District will address Human Relations Commission
requests for data. External monitoring will continue in the context of this case and perhaps through
the Mayor's recently established position of Education Advocate within his administration.
23
A Confluence of Opportunities
SUMMARY OF THE NOVEMBER 28, 1994 DESEGREGATION ORDER
"Proven educational strategies
involved in their children's
education programs.
have been too long denied to
education.
Black and Hispanic students in
Education Improvement -
racially isolated schools." This
Teaching and Learning/
items 11-14
key statement appears early in the
Professional Development -
Levelling of classes to be
November 28, 1994 order issued
Items 2 - 10
completed no later than the end of
by Judge Doris A. Smith in the
*
Full day kindergarten will be
the first full week of classes in
now 24-year old desegregation
made available to all eligible
September, 1995.
case between the Pennsylvania
children in racially isolated
Human Relations Commission
schools by September 1995 and
* The use of uncertified and/or
and the School District of
to all children in the District by
multiple substitutes in racially
Philadelphia.
September 1996.
isolated schools will stop.
After a year of testimony and
* Student/teacher ratios will be
*
School to work programs
another nine months of research
reduced in all grades and 1
including magnets and academies
by a court appointed educational
teacher and 1 aide for every 20
will be expanded. (also a
team, the court issued an order
children will be provided for
desegregation issue)
which identified 11 key areas of
grades K - 3.
needed educational change and
*
Each school must complete a
listed 46 specific actions which
* Curriculum and performance
self study of its program,
must/will be addressed.
standards will be set and
parental involvement and goals
assessments developed for the
after the new standards are
The court in its order used the
School District.
released.
structure of the Education Team
Report without accepting or
*
Staff development based on
Desegregation Strategies -
ordering all of their
the established standards,
items 15-17
recommendations.
including the expectation of high
*
The Office of Desegregation
student performance will be made
shall be abolished and an Equity
The bulk of the order's 46 points
available.
Assurance office instituted.
however, were to be incorporated
into a plan submitted to Judge
* The School District must reach
*
School feeder and/or cluster
Smith in February 1995. This
out to institutions of higher
patterns and all new construction
followed by a mere two weeks,
learning to provide better
must consider improving racial
the release of Superintendent
preparation of teachers in urban
balance (see especially the 1983
Hornbeck's own School Reform
settings.
Memorandum of understanding in
Plan.
this case.)
* The School District must also
Among the areas which were
reach out to colleges, public
Resources items 18 - 21
addressed :
agencies and governmental
* The School District shall be
sources to provide pre-school,
more diligent in seeking out
Parental Involvement -
community school, health and
funding sources.
Item 1 in the Court Order
other support opportunities to its
* On outreach strategy must be
children and families.
* An independent performance
created and implemented to
and financial audit of the School
encourage parents to be more
*
The School District shall
District must be completed-
evaluate its bilingual and special
CCPEP
May 1995
24
greater allocation of funds to
carrying out the function of the
annual reports thereafter and an
school site and/or the requirement
regional offices, those office are
identification to staff responsible.
of additional state funding are
to remain.
dependent on the results.
* A time-table for restructuring
Reductions in the racial
including a formula for the re-
disparities in academic
School Climate, Safety and
allocation of resources, must be
achievement should appear by the
Discipline - items 22 - 27
included in the plan.
1996-1997 school year, if not
* The District shall identify both
sooner.
the range of programs available
(anti-graffiti to peer mediation)
Accountability - items 33-36
which are available to schools as
* The court requires a plan of
*
The Court will conduct
well as the schools in greatest
School District progress both
independent monitoring of
need of these programs.
internal and external evaluation.
School District progress by
appointing a three member
* Schools with the highest rates
* A system of accountability
committee to review all reports.
of absenteeism, truancy, drop-out
will include measures of student
The Court Committee will have
or students involved with juvenile
performance and achievement,
access to a seven member, Court
justice will have additional home
appropriateassessment standards,
appointed, Advisory Board.
& school visitors or probation
rewards and sanctions through
officers assigned.
site visits and annual individual
* The court retains jurisdiction
school reports.
until evidence is presented that
* The District shall develop and
the School District has complied
maintain a system wide code of
with the court order.
student behavior and voluntary
Facilities - items 37 - 39
dress code.
*
The School District must
develop a plan to each school.
* Alternative schools shall be
This plan will also evaluate
established for the temporary
adequacy of staff and method for
placement of disruptive students.
dealing with repairs. Special
attention will be given to racially
Organizational Restructuring -
isolated schools.
items 28-32
* Each school will have a Local
Council to participate in standards
Overcrowding - item 40
setting, budget development and
*
The School District must
the recommendation of staff. The
develop a plan to include an
Council will not have the
evaluation of existing school
authority to hire or fire staff (a
buildings and available space and
PFT contract issue) or to actually
a time table for renovation and
control the school site budget.
new construction.
* An Equity Assurance Office,
with a primary function of
Reporting and Monitoring -
Student Recruitment and
items 41 - 46
Education Counselling and a
*
The School District must
ProfessionalDevelopment Center
develop a plan to report its
will be established.
progress which includes : bi-
annual reports for the next three
* In the absence of substantive
years (beginning July, 1995),
data for an alternative plan for
25
CITIZENS COMMITTEE ON PUBLIC EDUCATION IN PHILADELPHIA
FOUNDED IN 1880
1995 - 1996
WHAT WE ARE
CCPEP is an Advocacy Organization.
What we advocate for can be identified as policies and programs that support the highest quality
public education for the children of Philadelphia.
High quality public education includes equal opportunities and inputs for all
children, learning environments appropriate for each child, high standards and
expectations, etc.
WHAT WE DO
We advocate and influence public education policy as
An Outside Voice
A Monitor
A Coalition Builder
A Source of Information
both collection and dissemination
A Developer of Pilot Programs
Through these means we work at School District, City and State levels to impact on policies and processes of
education.
HOW WE DO IT
All of CCPEP's committees and activities (except those that are administrative in nature) relate directly to the
advocacy roles listed above.
An Outside Voice
Committees:
Annual Meeting
FORUMS
Activities:
Testimony/comments in newspapers
participation in Task Forces
Promotion Policy
Adolescent Sexuality
School-Based Management
Multi-Cultural, Multi-racial, Gender
Standards
Attendance at Superintendent's Cabinet Retreat
Leadership of monthly meeting w/Superintendent
Requests by funders for participation in developing projects (RFPs)
Service on Desegregation Case Advisory Board
A Monitor
Committees:
Activities:
Representation at School Board Meetings
Representation at Court Deseg Case
Leadership of monthly meeting w/Superintendent & Cabinet
Participation in Task Forces
A Coalition Builder
Committees:
FORUMS
Activities:
Coordination of participation in Desegregation lawsuit
Preparation with Home & School and Parents Union monthly meeting with Superintendent & Cabinet
Work with the Alliance of Public School Advocates
A Source of Information
Collection:
Committees:
Projects Committee
Activities:
School Visits (Resource Study, Cluster Study. K-science)
Dissemination :
Committees:
Newsletter/Newsbrief
Annual Meeting
Program Planning
FORUMS
Activities:
Reports (promotion policy, SD budget)
public testimony
talks with media
A Developer of Pilot Programs
CCPEP initiates and/or develops pilot programs to study particular education
issues and completes in-depth analysis of the results.
WHAT OUR ACTIVITIES LEAD TO
Influence Public Education Policy
SD promotion policy based on CCPEP report
SD Budget now formatted as CCPEP suggested in budget rpt.
Multicultural issues included as part of standards project
HOW OUR ORGANIZATION SUPPORTS OUR MISSION
Committees:
Financial Planning
Membership
Nominations
COALITION TO CLOSE THE GAP
A 25- year long desegregation case has shown the
Governor how to do the right thing for Philadelphia
school children.Let's make sure he does.
Doing the right thing means that Philadelphia school children will have
what so many other public school students in the Commonwealth have:
full day kindergarten for every child
class size of no more than 20 in grades K - 3
teachers settled in with their classes by the second week of
school each year
books and other appropriate instructional materials for every
child
programs to address attendance, drop-out rates, and
disciplinary support in each school
programs that offer community support services to parents
and children
a clear set of academic standards that children, teachers, and
parents understand
school staff who are always learning so they can best teach
and support every child
a strong parent voice in supporting learning and making
school decisions
Tell the Governor to do the right thing -
Find the funds to support Philadelphia's
school children NOW!
Call the Governor at 1- 717 - 787 - 2500.
For more information call: Citizens Committee on Public Education in Philadelphia (CCPEP) 545-5433 or Parents Union 546-1166
EDUCATION NEWSBRIEF
A publication of Citizens Committee on Public Education in Philadelphia
October, 1995
Vol. 2, No. 1
CHILDREN ACHIEVING'S FIRST DAY OF SCHOOL
The Ten Points of the Children Achieving
PHILA. SCHOOL DISTRICT CLUSTERS
Agenda are listed below with a summary of
their status as of the first day of school.
AUDENRIED CLUSTER : (Southeast)
Frances Williams, Cluster Leader
1. Set High Expectations
Office : 351-7105
Children Achieving has set an ambitious
Elementary: Alcorn, Arthur, Childs, Durham, McDaniel, Smith and
agenda of structural reform, has begun to
E.M. Stanton; Middle: Barratt and Peirce; Senior High: Audenried.
develop standards with the Philadelphia
Education Fund and, in the schools, has begun
MARTIN LUTHER KING CLUSTER : (Northwest)
training staff and parents for local decision-
Fred Farlino, Cluster Leader
making.
Office : 248-6640
Elementary: K. Day, F.S. Edmonds, Ellwood, Hill Freedman, Howe,
2. Design accurate performance indicator
Kinsey, McCloskey, Pastorius, Pennypacker, Prince Hall and Rowen;
to hold everyone accountable for results.
Middle: Leeds, Lewis and Wagner; Senior High: M. L. King.
*
Academically - student performance in the
first six clusters can be measured against the
OLNEY CLUSTER : (Central East)
Stanford 9 Test given in Spring '95.
Alice Reyes, Cluster Leader
*
Organizationally - the first six clusters are
Office : 456-3014
established.
Elementary: 5th & Cayuga, Barton, Birney, Feltonville/Horn,
* At every school there is the expectation that
McClure, Morrison, Olney Elem. and Taylor; Middle: Central East,
each of the following will be improved:
Clemente and Cooke; Senior High: Olney.
- safety
- reading, math, science performance
STRAWBERRY MANSION CLUSTER : (Central West)
- decisions being made differently
Karen Delguercio, Cluster Leader
- teacher/student attendance
Office : 684-8980
It is important that every school be able to
Elementary: Allen, Blaine, Douglass, Gideon, L.P. Hill and Whittier;
provide the specific amount or kind of
Middle: Strawberry Mansion and Rhodes; Senior High:
improvement expected. It is not sufficient to
Strawberry Mansion.
identify a program that will be put into place (a
strategy). It is vital that schools be able to
WASHINGTON CLUSTER : (Northeast)
identify a measurable improvement or the
Linda Gottlieb, Cluster Leader
specific effect the strategy will have on the
Office : 281-2646
student in the classroom.
Elementary: Comly, Decatur, Fitzpatrick, Frank, Greenberg, Hancock
and Loesche; Middle: Baldi, LaBrum and Rush; Senior High:
3. Shrink the centralized bureaucracy and
Washington.
let schools make more decisions.
At the moment, the District is functioning with
WEST PHILADELPHIA CLUSTER : (Southwest)
both regional and cluster structures. This dual
Janis Butler, Cluster Leader
system makes it difficult to establish some lines
Office : 471-8371
of communication and authority.
Elementary: Comegys, Wilson, Harrington, Barry, Bryant, Hamilton,
Huey and Lea; Middle: Sayre and Shaw; Senior High:
(continued on page 4.)
West Philadelphia.
CCPEP
October 1995
CHILDREN ACHIEVING UPDATE:
WHAT DOES IT ALL MEAN ?
Cluster
Leader
SMALL LEARNING COMMUNITIES
- Small Learning Communities will be
Cluster
groups of between 200 - 500 students in
Council
each school, grouped in the same grade
or across grades, with their parents,
Teaching
teachers and other school staff for
and
support. (For example, in a school with
Learning
800 children there could be two, three or
Family
Network
four small learning communities.)
Resource
- Members of Small Learning
Network
Communities will work together to
support the health and develop the
Principal
learning of the children in their group.
School
(Examples of small learning
Council
communities are the Academies,
CLUSTER
charters and houses in middle schools.)
LC
- Because the teachers and parents will
LC
know all of the children well it will be
LC
Comprehensive
sier to identify and provide the social
Learning
and academic supports each child
Community
Student
LC
Support Team
needs to learn.
SCHOOL
SCHOOL COUNCIL
- The School Council is the governing
body of school-based decisions.
A cluster will be made up of many schools
- The School Council many include as
and their small learning communities.
many as 19 people. At least 51% will be
teachers while the other 49% will include
the principal, parents and at Middle and
Chart School District of Philadelphia
High School levels 2 students.
- The School Council many make
decisons on schoolwide policies
CLUSTER LEADER
oversees the work of the Family
(security , transportation & builidng
- The Cluster Leader coordinates and
Resources and the Teaching and
maintainence), review school
leads the activities of the cluster.
Learning Networks.
improvement plans and budgets, make
- Cluster leaders work with Cluster
recommendations regarding curriculum
Councils to develop the programs and
FAMILY RESOURCES NETWORK
and teaching and conduct extensive
supports for families, children and staff
- In schools, the Family Resources
public outreach programs to keep the
through the Teaching and Learning
Network includes the school nurse, the
community informed about what's
Network and Family Resources
guidance counselor, the school
happening at the school.
Network.
psychologist, the school-community
- By acting as a facilitator and
coordinator and other staff.
CLUSTER
communications link among school
- The Family Resources Network works
- A cluster includes all of the elementary
administrators, staff, parents, community
with service agencies and community
and middle schools that feed into a
groups and partner organizations, the
organizations, public and private, to
particular high school. (There will be 22
Cluster Leader will ensure the suports
coordinate and ensure support for
clusters of schools, one for each
that lead to improved student
families and children.
of the neighborhood high schools in the
achievement.
District.)
TEACHING & LEARNING NETWORK
- Clusters focus on teaching, learning,
CLUSTER COUNCIL
- The Teaching Learning Network will
and providing family supports as a child
- The Cluster Council is the
provide opportunities for school staffand
moves from grade to grade, from school
representative body for the group of
parents to learn more about team
to school.
schools in a cluster.
building, leadership skills, best teaching
- Clusters are organized around the
- The Cluster Council will be made up of
practices, and/or other areas which will
natural neighborhood pattern that feed
the Cluster Leader, a teacher and
help all the adults involved in schools
children from a particular elementary
parent from each school, and a principal
and clusters to better serve children in
school to a particular middle school to a
from each school.
schools.
particular high school and allow for the
- The Cluster Council evaluates and
child's transition between schools to
gives assistance with the budget and
For additional copies of these definitions,
be made easier.
educational plan of the Cluster and
please contact CCPEP (215-545-5433).
2
CCPEP
October 1995
A Bill of Rights for
Education: Who's
NEWSBRIEF NOTES
Responsible?
The start of a new school year means, in Philadelphia, our first real
experience with the implementation of the Children Achieving Agenda (p. 1).
After reviewing a survey of
Clusters, Small Learning Communities, Family Resources Networks, School
attitudes on public education
Council. There is a whole new vocabulary to master and use. With this edition
conducted by Public Agenda
of Newsbrief, CCPEP begins its commentary and explanation of Children
last October and conducting a
Achieving and the unprecedented opportunities for the involvement of parents,
school staff, students and community in developing schools that work for kids.
few parent surveys on their
This issue of Newsbrief also focuses on the many responsibilities for
own, the Philadelphia
educating our children here in Philadelphia. On this page we look at the
Federation of Teachers (PFT)
Philadelphia Federation of Teachers' Bill of Rights and ask some questions about
developed a Bill of Rights &
the responsibilities that go with them. We also ask (Desegregation Update, p. 5)
Responsibilities for children
about who's responsible for adequately funding our schools now that city and
and staff in public schools.
state have both backed off from any real responsibility for public education.
This Resolution has evolved
Responsibility and judgement are also issues (Act 26, p.6) in an
out of survey information
amendment past by the state legislature requiring the one year expulsion of
which, in the language of the
children found with a weapon. The definition of weapon, however, could lead to
document demonstrates that
wide scale grade school expulsions after weekly show-and-tell sessions.
"the number one concern of
We also begin with this issue a new feature of Newsbrief Notes.
Action Alert will inform you of actions that you, the public, must take to make
the public, parents, students
public education work!
and school employees is that
school should be a place
ACTION ALERT
where there is safety, order,
*
Governor Ridge has promised that new voucher legislation will pass by
respect, and high academic
Thanksgiving. Make your voice heard by calling to your senator and
standards."
representative; one of thanks to those who previously voted against vouchers
Among some of the rights
and one of concern for those who previously voted for them. Call CCPEP's
stated in A Bill of Rights and
office (545-5433) today to find out how your state legislators are voting!
Responsibilities for
Learning: Standards of
The School District has eliminated the High School Fair as one means of
Conduct, Standards for
informing 5th through 8th graders of their options in high school programs in
favor of a booklet style listing of those programs for 8th graders only.
Achievement are:
Applications for special admissions High Schools and their small learning
communities must be in the child's school before 11/17.
All students and school staff
have a right to schools that are
safe, orderly and drug free.
All students and school staff
All students and school staff
with courtesy and respect" is
have a right to learn and work
have a right to learn and work
achieved by everyone taking
in school districts and schools
in school districts, schools and
the responsibility to treat each
that have clear discipline
classrooms where high grades
other with courtesy and
codes with fair and
stand for high achievement
respect.
consistently enforced
and promotion is earned.
consequences for
In another statement,
misbehavior.
Presented in a press
however, "All students and
All students and school staff
conference in September, and
school staff have a right to
have a right to be treated with
adopted by Philadelphia's
learn and work in well-
courtesy and respect.
Board of Education in October,
equipped schools that have
All students and school staff
this document is clear about
the instructional materials
have a right to learn and work
the rights of children and staff.
needed to carry out a rigorous
in school districts, schools and
They are less clear, however,
academic program" it is not
classrooms that have clearly
about the kinds and levels of
clear whose responsibility it is
stated and rigorous academic
responsibility which will be
to provide such material nor
standards.
All students and school staff
necessary to guarantee the
what the responsibility of staff
rights stated.
and students is to teach and
have a right to learn and work
It seems fairly clear
learn in environments where
in schools where teachers
that "All students and school
(Continued on page 4.)
know their subject matter and
staff have a right to be treated
how to teach it.
3
CCPEP
October 1995
(CA continued from page 1.)
(PFT continued from page 3.)
4. Provide intensive and
8. Engage the public in
those materials are not yet
sustained professional
shaping, understanding,
present.
development to all staff.
supporting and participating
Equally, the phrasing of
The School District has held a
in school reform
"All students and school staff
number of professional
The challenge of broad-based
have a right to learn and work in
development workshops over
communication of Children
school districts and schools that
the summer in areas of
Achieving and cluster ideas
have clear discipline codes with
leadership training,
remains. A number of public
fair and consistently enforced
development of standards and
meetings have been held by
consequences for misbehavior"
curriculum and the work of the
clusters and at the request of
implies that the responsibility for
Teaching and Learning/
the Court. People who
maintaining discipline and a code
Family Resources Networks.
already know about Children
of behavior lays outside of the
Although the numbers of staff
Achieving know a great deal.
students and staff themselves.
and parents who attended
Those who know little seem to
CCPEP applaudes the
were small, the intent is for
have few resources for
discussion that this document will
those trained to now train
learning more.
generate. We hope, however,
others.
that the decision is equally
9. Ensure adequate
balanced between noting the
5. Make sure that all
resources and use them
responsibilities as well as rights of
students are ready for
effectively.
all persons on school grounds.
school.
The success of using
While all kindergarten-aged
corporate and foundation
children are not yet served,
For further information and/or copies of
dollars to support systemic
the full resolution, contact the PFT at
the Commonwealth Court
reform efforts is dynamic.
215-587-6738.
requirement of full-day
There continues to be,
kindergarten for children in
however, a complete inability
racially isolated schools
of the School District and
means children in 130 more
public to obtain adequate
schools (nearly 300 more
funds to support the day-to-
classes) are receiving this
day experience of the child in
crucial experience.
the classroom.
CCPEP would like to thank
6. Provide students with the
10. Be prepared to address
its funders for their support :
community supports and
all of these priorities
services they need to
together and for the long
Arco Chemical Company
succeed in school.
term --- starting now.
Bell Atlantic
A modified Family Resource
While not on the scale
CIGNA Foundation
Network has been established
envisioned, Children Achiev-
CoreStates
in each of the first six clusters.
ing has made some broad and
F. and M Hamilton Trust
critical steps in maintaining
IBM
7. Provide up-to-date
this agenda in abbreviated
Mercy Health Plan
technology and instruc-
form in nearly a quarter of
National Science Foundation
tional materials.
Philadelphia schools.
The Philadelphia Foundation
Some additional supports
CCPEP will continue to offer
Rittenhouse oundation
have been given to the first six
information and commentary
William Penn Foundation
clusters but schools continue
on the implementation of
to rely on Title I funds, Home
Children Achieving in future
as well as the many who
& School fundraisers or
issues.
support us through
donations to acquire their
membership and contributions.
technology.
4
CCPEP
October 1995
Desegregation Case Update:
Who's Responsible for Education ?
The City claims the state is solely responsible. The State, on the other hand, says they're not responsible, the city is.
According to the city, technically they have no responsibility for educating the children of this city.
The State has created a Department of Education and allows Philadelphia to collect its own taxes. They say that's the extent
of their responsibility. In fact, the state claims that they are not even required to provide a certain level of education equally
to all kids. The above actions alone meet their constitutional responsibility for providing a "thorough and efficient education"
for the children of this city and state.
These positions were revealed during an October 5th hearing to determine if the city and state should be held
responsible for funding education in Philadelphia, especially in regard to the 25-year old desegregation case between the
School District of Philadelphia and the Pennsylvania Human Relations Commission.
Nearly a year ago, Judge Smith of Commonwealth Court would not hear arguments about bringing the city and state
into the case. The two issues which the Court wished to see resolved first were :
1. What specifically was the School District's plan for alleviating unequal educational opportunity and outcomes for
minority children in Philadelphia and,
2. Were the School District's current funds being wisely spent and sufficient to support a court approved plan ?
In June of 1995, the School District submitted several audits and a plan which the Court substantially accepted. Now
the costs of implementing the Court approved plan and the responsibility for supply those funds are the issues before the
court. Currently, the School District must work with the money they are given by city and state. So, in the words of Intervenors'
attorney, Michael Churchill of Philadelphia Interest Law Center, "[without the joinder of city and state we] have only half a
defendant. One who can spend but not raise [the money needed]."
Judge Smith has said she will rule on the participation of city and state in this case by the end of October. She has
also made it clear, however, that the search for additional dollars to fund the School District's current plan does not absolve
the District from providing and equal and high quality education to all children for which it is responsible.
For more information contact CCPEP at 215-545-5433.
Upcoming FORUMS
Join Citizens Committee in Supporting Student Achievement 1
Every member of CCPEP becomes part of the process for
November 16, 1995
improving Philadelphia's public schools.
Decentralization of the
Schools : What are the
CCPEP Membership Offers You :
implications?
A channel to express your
A Forum for increasing your
(co-sponsored with Philadelphia Committee
concerns to the School Board
understanding of educational
on City Policy)
and other policy makers.
issues.
February 21, 1996
A network of individuals who
.
Information including data
"Private Technical Institutes
share your interest in educational
reports and CCPEPs
excellence.
Newsbriefs.
A Needed Link Between
Public Education and
MEMBERSHIP DUES
SIGN-UP
Jobs ?
Senior Citizen ($ 20)
Name :
Student
March 20. 1996
Clusters in Operation and
Member (835)
Their Access to Support
Address
Groups
Sponsor ($ 60)
Patron ($ 100 & over)
May 15, 1996
When Does an "A" Mean
other contributions
an "A" ? : What Do
(Amt $
)
Students' Grades Mean ?
Education interest areas
Phone
Education FORUMS are held from
day
12:00 Noon to 1:30 PM. Please
contact our office if you would
home
like to be added to our mailing list
5
CCPEP
October 1995
RUNNING WITH SCISSORS
expelled from school for at
Remember your grade school
A weapon can be anything
least one year. While there
teacher admonishing some-
"capable of inflicting serious
may be a hearing the outcome
one during almost every art
bodily injury". That could
is predetermined; only the
class, "Don't run with those
mean the 9 year-old carrying a
superintendent of each district
scissors; you'll hurt yourself
bat to school, a first grader
has the ability to recommend
(or someone else)" ?
with his/her first pair of pointed
something other than
scissors, a child showing off a
expulsion.
In the state of Pennsylvania,
pen-knife or old fashioned nail
This law may have been
it many now be illegal for your
file.
intended to create a safer
child to even have possession
school environment. In reality
of those scissors and any
its draconian requirements
number of other items
remove from teachers and
identified as weapons.
State legislators passed an
HACT 26
other school staff the ability to
judge children and situations
Amendment, Act 26, tacked on
and may require them to
to an agricultural education
excessively punish some
bill, requiring the expulsion for
children for minor infractions.
at least one year of any
Students found with any of
For further information, call The
student found having, not
the above items and a number
Education Law Center. 215-238-6970.
necessarily using, a weapon
of others identified in this bill,
on school property, at school
must be reported to the
events, or to and from school.
police, and regardless of
Editor : Gail Tomlinson
circumstances must be
Layout : Veda Henderson
6
Citizens Committee on
Non-Profit Org.
Public Education in Philadelphia
U.S. Postage
PAID
311 South Juniper Street
Permit No. 1716
Suite 307
Philadelphia, PA.
Philadelphia, PA 19107
Working towards EXCELLENCE in Public Education
Re: Phone Response for White House Conference on Child Care
Mr. John Villapiano was called on Friday, October 17, 1997 by Jon Poling, intern for Nicole
Rabner. Mr. Villapiano was informed that we were unable to accommodate his request for an
invitation to the White House Conference on Child Care, but we appreciated his interest. He was
referred to the Satellite Downlink Sites in New Jersey. He requested that we keep his
information on file for an follow up events to the conference. No written response was given to
this letter.
for File
SEASHORE DAY CAMP AND SCHOOL
Seashore
WHERE LEARNING AND FUN COME TOGETHER
DAY CAMP & SCHOOL
345 Second Avenue (corner of Bath Avenue)
Long Branch, New Jersey 07740
Ownership: The Villapiano Family
(732) 222-6464 (732) 870-1617
Coach Gus Villapiano (1912 1984)
John Villapiano, Director
October 10, 1997
John Poling
Office of the First Lady
The White House
1600 Pennsylvania Avenue
Washington, D.C.
I understand there will be a Child Care Forum at the White House on October 23 and would like an
opportunity to attend to represent the private sector of preschool education. Please find my biography
enclosed.
As the Chairman of the Ocean Township Democratic Organization and owner of Seashore Day Camp &
School, a private facility in Long Branch, New Jersey, which has been successfully educating 270 children
age 3-10 for the past 24 years and providing recreational activities for more than 800 young people a
season for the past 71 summers, I believe I could:
Make a valuable contribution to your conference.
Offer insight into programs that could save money.
Bring forward an educational model that has proven results which can be useful in setting
guidelines for early childhood education.
Help accomplish the goals that will be addressed.
In addition to creating one of the most innovative, affordable programs in the state, which offers
unique features such as separate campuses for nursery, pre-kindergarten and grade school, indoor heated
pools, large gymnasiums and a challenging curriculum that helps children develop into well rounded
individuals, I am particularly sensitive to the childcare needs of working parents. For their convenience, I
provide childcare activity packages during school recesses, extended care until 5:30 p.m. and a discounted
12-month plan for those who make a year-long commitment.
The program, which has earned a reputation for taking education beyond the classroom and making
learning fun, is so popular that it has grown over the past 24 years to include five nursery classes, six
sections of pre-kindergarten (including an accelerated pre-kindergarten for children who miss the cut-off
date for public school kindergarten), four kindergartens and first through fifth grade. What's more, it has
proven results. Year after year, our students score in the top 99th percentile of the Comprehensive Test of
Basic Skills, win many academic achievement awards and leave here armed with the confidence needed to
succeed -- whether they enter a public school or stay in the private sector.
My involvement with children and their welfare goes way beyond Seashore.
As a State Assemblyman, I was a strong advocate of children's rights, implemented a
program to provide funding so every child in New Jersey could receive a quality
education, spearheaded a movement to keep physical education in the public schools and
was responsible for millions of dollars of additional educational, municipal revitalization and
grant money to the Monmouth County area.
As a coach, I have worked with hundreds of boys and girls, helping them become good
enough athletes to achieve All-Star Status, become Major League draft choices and in
some cases even make it to the Olympics.
And as a civic leader, I have played an active role in enabling children to find support
through the Big Brothers/Big Sisters Organization of Monmouth County and was
recognized for my efforts by being named Man of the Year. I also have been honored by
the New Jersey Division of Youth & Family Services for supporting programs which
prevent child abuse and have been on the Advisory Board of the Monmouth County Boys
& Girls Club of America.
Currently, in my spare time, when I'm not working with my own four children or attending their many
activities, I referee football, coach basketball and hold leadership roles on civic committees in my town
such as the Democratic Organization, the Deal Lake Commission and the Ocean Township Sewerage
Authority.
After spending my entire life working with young people and acting as a public servant, I feel I understand
the kinds of issues that will be brought forward at the upcoming conference and would very much like to be
included in the main forum if that is possible, or, if all seats are taken, in the educational break out session.
Thank you for your consideration. If you have any questions, please contact me at 732-222-6464.
Sincerely,
Joh A Willipen John Villapiano Ullaysis
A
Director and Managing Partner
Seashore Day Camp & School
John Villapiano
19 Shadow Lawn Drive, Oakhurst, N.J. 07755 (732) 531-6783
PROFESSIONAL BACKGROUND
Owner and Managing Partner, Seashore Day Camp & School, Long Branch, NJ
Responsibilities include running and managing all aspects of the business and acting as director of this
private facility which successfully educates 270 children a year and provides recreational activities for
more than 800 children a summer.
Brought into family business in 1973 to develop a school program
and grew this part of the business to be one of the largest and most innovative preschools in New
Jersey with three separate campuses for nursery, pre-kindergarten and grade school. The program
currently includes five sections of nursery school, six sections of pre-kindergarten and first through
fifth grade.
Developed an academic program so successful that students consistently score in the top 99th
percentile in the country in the Comprehensive Test of Basic Skills.
Introduced new programs such as
Holiday Weeks of Fun to cover school recesses and an accelerated pre-kindergarten class for children who
miss the cut-off date for public school kindergarten.
Won a 1995 New Jersey Family Business of the
Year Award.
POLITICAL APPOINTMENTS
Current Chairman of the Ocean Township Democratic Organization
New Jersey State Assembly
Elected Assemblyman State of New Jersey 11th District in 1988
Member of the Conservation and Natural Resources Committee, 1988
Re-elected NJ State Assembly in 1989
Vice Chairman Commerce and Regulated Professions Committee
Vice Chairman Assembly Appropriations Committee 1990-91
Responsible for millions of dollars of additional educational, municipal revitalization
and local construction grant money to the Monmouth County Area in the 1991 and 1992
State budget
Monmouth County Board of Chosen Freeholders
Elected Monmouth County Freeholder 1987-88, Responsibility of Human Services
Created the Monmouth County Department of Human Services
Brought statewide attention to the plight of the homeless, when families where facing
eviction from their shelters
Town Council
Elected Councilman in Township of Ocean, 1979-1987
CIVIC ORGANIZATIONS
Current Chairman of the Deal Lake Commission
Current Commissioner of the Ocean Township Sewerage Authority
Member of the Long Branch Chamber of Commerce
Member of the Big Brothers/Big Sisters Organization, Named 1988 Man of the Year
Member of the Board of Directors of the Monmouth Boys Club, the Advisory Board of the
Monmouth County Boys & Girls Club of America and the Interfaith Neighbors
ATHLETIC ACHIEVEMENTS
Inducted into the Jersey Shore Sports Hall of Fame in 1994
Played professional football for the Houston Texans of the World Football League
Current basketball coach and football referee
EDUCATION
Distinguished graduate Bowling Green State University, College of Business Administration, 1974
Graduate ROTC Bowling Green State University, commissioned 2nd Lieutenant US Army
Reserves
PERSONAL
Lifelong resident of Monmouth County, married Patricia McMahon from Ocean Township and have four
children, Jackie, John, Joseph and Jeannette.
October 1, 1997
Christy Walton
2525 N Avenue
National City, CA 91960
Dear Christy:
Thank you for your letter. It was wonderful to hear
about your latest travels, your thoughts about what's next, and
especially about Lukas.
I asked a member of my staff to look into the funding
status of the WHEL study. The National Institutes of Health
have not made a final decision about the study, although they
noted that the results so far have been extremely promising and
worth pursuing. I look forward to hearing more about the
study as it progresses.
With best wishes, I am
Sincerely yours,
Hillary Rodham Clinton
Women's
WHEL
Healthy
Eating and
Living Study
The WHEL Study
Each year approximately 180,000 U.S. women are diagnosed
with breast cancer and 44,000 die of the disease. Although a
woman can't control many of the factors that influence her
chances of getting cancer, diet is something that she has the
ability to change.
There is compelling evidence that what a woman eats can
affect her risk for breast cancer. Exciting new developments in
the area of cancer and nutrition indicate that the
phytochemicals, fiber, and antioxidants found in fruits,
vegetables, and whole grains may help protect against cancer.
Can a dietary pattern that is rich in these cancer-fighting food
compounds reduce breast cancer risk?
The WHEL Study is the first carefully designed study to
address this important question. Three thousand breast cancer
survivors will be studied for eight years. Half of the women
will adopt a dietary pattern that is high in fruits, vegetables,
and fiber and low in fat. This clinical trial is unique in that it is
the first to examine the influence of several dietary components
on breast cancer recurrence. The Cancer Prevention and
Control Program at the University of California, San Diego is
coordinating research teams from six institutions in California,
Arizona, and Texas.
UNIVERSITY OF CALIFORNIA, SAN DIEGO
UCSD
OF
BERKELEY
DAVIS
IRVINE
LOS ANGELES
RIVERSIDE
SAN DIEGO
SAN FRANCISCO
THE
CALIFORNIA
SANTA BARBARA
SANTA CRUZ
1865
PROGRAM DIRECTOR: JOHN P. PIERCE, PH.D.
CANCER PREVENTION AND CONTROL PROGRAM
SAM M. WALTON PROFESSOR FOR CANCER RESEARCH
UCSD CANCER CENTER 0901
9500 GILMAN DRIVE
LA JOLLA, CALIFORNIA 92093-0901
July 18 1997
(619) 622-1731
FAX: (619) 622-1745
Peter Greenwald, MD.,
Director, Division of Cancer Prevention and Control,
National Cancer Institute,
Bldg 31, Room 10A52
9000 Rockville Pike
Bethesda, MD 20892-2580
re: The Women's Healthy Eating and Living (WHEL) Study (application # 1 RO1 CA69375-01A2).
Dear Peter:
I wanted to draw your attention to a recent RO1 application that addresses an area of considerable
professional interest to you. WHEL is a randomized study of the effect of a dietary pattern that
emphasizes vegetables and plant foods on the probability of breast cancer recurrence. This application has
recently been reviewed and has received an outstanding score (140), however, it is not clear whether such
a score will be sufficient to ensure that the study receives funding in these difficult times.
You will recall that this study began with major private sector support ($5 million) from John and
Christy Walton. To date, in this study we have randomized over 800 breast cancer survivors. These
women are highly motivated and are very committed to this dietary study. However, the study needs
additional funding at this time or it will need to be closed down.
We believe that this study has demonstrated that the private sector can have a major role in helping with
medical research. The model that we have used appears to have worked well and, if the study is funded
by NCI, this could lead to further use of this model in the private sector. John and Christy Walton have
always been very clear about the nature of their support for this project They are very interested in the
research question, however, their goals have been to provide seed money for innovative research so
that the project can get funded through the traditional mechanisms. All along, they have wanted the
quality of the research to be attested to through the peer review system.
We know that choices between projects rated as outstanding are always difficult. We would appreciate
you personally reviewing the priority accorded to this project within the NCI system.
Yours sincerely,
John P. Pierce PhD
Professor
cc
Barbara Rimer PhD, National Cancer Advisory Board.
Pelayo Correa MD, NCAB
Ellen Sigal, PhD, NCAB
Ellen Stovall, NCAB
Zora Brown. NCAB
John and Christy Walton, Walton Family Foundation
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. letter
Christy [Walton] to FLOTUS (2 pages)
07/22/1997
P6/b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Domestic Policy Council (Nicole Rabner)
OA/Box Number: 15422
FOLDER TITLE:
Correspondence [Alpha File] [T-Z]
2012-1035-S
kc1097
RESTRICTION CODES
Presidential Records Act - |44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
PI National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information |(b)(1) of the FOIA|
P2 Relating to the appointment to Federal office [(a)(2) of the PRA
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRAJ
an agency |(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute |(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information |(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy |(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions |(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
1
THE WHITE HOUSE
WASHINGTON
Pen-
d called the NIH back
and asked them how much I
could release. They said that
they are "very optimistic that the
project will receive Runding but
that the scares cannot be
released.
- Brechen
response Write a that doesn't Say give
positive
the actuils away.
specifically give that the NIH info. can't time. at this
Thanks
THE WHITE HOUSE
WASHINGTON
NIH (301) 496-4000
women = 402-1770
is this.
100 best
500 worst
publicinfo?
/
got a 140
5.3 percentile
almost certainly get funded
($2.8 million per year)
for 5 years
Should Johaft some kind of letter
to Christy Walton?
-
-Brechen
9en-
the
Here are my results With from my inquiry
into the WHEL El study:
-out of 500 is warst and 100
is best), this study got an excellent scare
of 140 which means that it is in the
5.3 percentile
-it will "almost certainly get funded
unless something major happens"
THE WHITE HOUSE
September 10, 1997
Christy Walton
2525 N Avenue
National City, CA 91960
Check wl Cataber NIH in
Dear Christy:
Thank you for your letter. It was wonderful to hear
about your latest travels, your thoughts about what's next, and
especially about Lukas.
I asked a member of my staff to look into the funding
status of the WHEL study. The National Institutes of Health
notable to make a final decision about the study,
have
although they noted that the results so far have been extremely
not
promising and worth pursuing. I look forward to hearing more
about the study as it progresses.
made
With best wishes, I am
Sincerely,
30! x245 2
Hillary Rodham Clinton
996
7800
+ Grant 300 4961
FLOTUS
THE WHITE HOUSE
WASHINGTON
August 21, 1997
2525 N. Are
Christy Walton
street address
city, state zip
}need need address
Nation City, CA 91960
Dear Christy:
to look
Thank you for your nice & letter. As you requested, I had asked
a member of my staff inquire into the funding status of your the WHEL
study. Though the NIH cannot give any definite information at
this time, they seemed very positive over the telephone: They
were very optimistic that the project would receive funding, but
were not yet able to give a final answer
National
chstomer
VI I am glad that you enjoyed your vacation in Tuscany
of Health
and hope that you enjoy your reunion this summer. Good luck
0
were not
with the study I am very interested to hear the results.
while to
mark
A A
yours
Sincerely,
best
wiyth
It was wonderful to
Hillary Rodham Clinton
hear about your latest
your thoughts
travels, and especially
you presentor
about Lukus.
a final prom noved me fair that exivence
about what's
deusion mini about run remin have so your men endoming. sorward
next,
study
you
to
hearing
more about these progress "
THE WHITE HOUSE
WASHINGTON
pent
September 15, 1997
Mr. Chad P. Wick
President, RISE
One West Fourth Street, Suite 300
Cincinnati, OH 45202
Dear Mr. Wick:
Thank you for your letter and the information
regarding the advances in your program, Winning Teams
for Young Children. I am sorry that I was not able to meet
with you in August, but I look forward to meeting you in
the future.
Best wishes on the continued success of Winning
Teams. I hope that you will keep me updated as the
program progresses.
Sincerely yours,
Nicole Rabner
Associate Director for
Domestic Policy
07/28/97
MON 15:09 FAX 5137634340
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001
# of
Post-it® Fax Note
7671
Date 7/28/97
pages
10
To Ms. Nicole Robner
From Chad wick
Co /Dept.
Co.
Rise®
Phone (202) 456-4266
Office of First Leldy
RISE
8M
Phone # 1-800-971-7473
RESOURCES and INSTRUCTION
Fax # (202)456-6244
Fax # (513) 721-0084
for STAFF EXCELLENCE Inc.
Fax
Date:
July 27, 1997
To:
Ms. Nicole Rabner
Interactive
Fax:
Distance
Office of the First Lady credit
(202) 456-6244
From:
Chad P. Wick
LEARNing
President, RISE
Phone:
800-971-7473
Message:
I have been invited to meetings with Matthew E. Melmed, Executive
Director of Zero to Three and with Milton Goldberg, Executive Vice
President of the National Alliance of Business on Thursday, August 7.
Sorry
Since I will be in Washington for the day, I was hoping that I might be
able to schedule a brief meeting with you that afternoon as well.
You may remember that our program, Winning TeamssM for Young Children,
was considered for the April 17 White House Conference on Early
Childhood Development. The pilot presentation of Winning Teams is now
complete and I would welcome the opportunity to bring you up to date
on some exciting possibilities for future presentations. I also thought you
might be interested to read the attached reactions from national leaders in
the field.
Please let me or my assistant, Lyn Martin, know whether your schedule
permits a brief meeting on the 7th. I look forward to the possibility of
meeting you.
One West Fourth Street, Suite 300. Cincinnati, Ohio 45202
Phone 513.721.0221 Fax 513.721.0084
1.800.971.RiSE
07/28/97
MON 15:09 FAX 5137634340
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ZERO
TO
SM
THREE
Board of Directors
Kathryn E. Barnard
National Center for Infants, Toddlers and Families
T. Berry Brazelton
Maria D. Chavez
Robert N. Emde
Linda Gilkerson
July 2, 1997
Stanley 1. Greenspan
Robert 1. Harmon
Chad Wick, President
Irving B. Harris
Gloria Johnson-Powell
RISE
Sheila B. Kamerman
One West Fourth Street, Suite 300
J. Ronald Lally
Bernard Levy
Cincinnati, OH 45202
Alicia F. Lieberman
Samuel J. Meisels
Harriet Meyer
Dear Chad:
Dolores G. Norton
Joy D. Osnfsky
Jeree H. Pawl
Thank you for including the staff of ZERO TO THREE: National Center for Infants,
Kyle D. Pruell
Toddlers, and Families at the Washington, DC downlinks of the "Winning Teams" program.
Amold 1. Sameroff
Marilyn M. Segal
We were especially interested in "Winning Teams" because our 20 years of experience
Rebecca Shahmoon Shanok
working with parents and infant/family professionals in child care, early intervention. and
Jack P. Shonkoff
Lynn C. Straus
Early Head Start programs across the United States have taught us the importance of strong
Bernice Weissbourd
parent/professional alliances. Our staff were impressed with the high quality of the
Serena Wieder
G. Gordon Williamson
program, and we hope you will find ways to move "Winning Teams" into the burgeoning
Harry H. Wright
field of infant/toddler child care.
Barry S. Zuckerman
"Winning Teams" has the potential for helping us to address needs we encounter in our
Life Members
Mary D. Salter Ainsworth
work with early care systems around the country. It effectively communicates complex
Peter Blos, Jr.
information about development and learning. It ensures consistency in what is being taught
& Peter B. Neubauer
Arthur H. Parmelee
and how it is being taught, while reaching large numbers of adults in many locations.
Julius 8. Richmond
"Winning Teams" usefulness in rural areas, where parents and staff of early care and
Mary Robinson
Pearl L. Rosser
education programs often feel extremely isolated, is of particular interest to us, since we
Alben 1. Soinit
have begun to establish a network of infant/family practitioners and trainers in rural areas
Edward C. Zigler
throughout the country.
Founding Members
ZERO TO THREE's national telephone survey of parents of infants and toddlers, conducted
T. Berry Brazelton
Selma Fraiberg
in April, 1997, revealed that parents are aware of the importance of the earliest years but
Stanley 1. Greenspan
have many unmet needs for information and guidance, especially about social and
1. Ronald Lally
Bernard Levy
emotional development. "Winning Teams" content and format make it an important new
Reginald S. Lourie
resource in our field for providing parents and staff with the knowledge, skills. and
Peter B. Neubauer
Robert A. Nover
commitment they need to do the best possible job of promoting young children's healthy
Sally Provence
development. Please let us know how we can join with you in making "Winning Teams"
Julius B. Richmond
Albert 1. Solnit
available to the widest possible audience.
Leon J. Yarrow
Sincerely,
Executive Director
Matthew E. Melmed
Associate Directors
anglis
Carol P. Berman
Matthew E. Melmed
Emily Fenichel
Emily $. Fenichel
Haida 5. McGovern
Executive Director
Editor, Zero to Three
734 15th Street, N.W., Suite 1000, Washington, D.C. 20005-1013
(202) 638-1144
Fax: (202) 638-0851
For Orders Only: (800) 899-4301
Internet Address: http://www.zerotothree.org
E-Mail Address: [email protected]
Formerly the National Center for Clinical Infant Programs
07/28/97 MON 15:10 FAX 5137634340
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003
naeyc
NATIONAL ASSOCIATION for the EDUCATION of YOUNG CHILDREN
1509 16TH STREET. N.W., WASHINGTON. DC 20036-1426
202-232-8777
800-424-2460
FAX
202-328-1846
Founded in 1926
June 5, 1997
Chad Wick
Deb Pinger
RISE
One West Fourth Street, Suite 300
Cincinatti, Ohio 45202
Dear Chad and Deb:
Now that the final teleconference of Winning Teams has been held, it seems like an appropriate
time to share my thoughts about the project with you and your wonderful staff Let me begin by
expressing my sincere congratulations on your accomplishment. Winning Teams breaks new
ground for the field of early childhood eduction in so many ways. As a representative of one of
the collaborating partners, NAEYC, I believe that the project has made several unique
contributions to the early childhood profession.
From my perspective, the greatest strength of Winning Teams is its coherent conceptualization of
high quality, developmentally appropriate early childhood education. The entire enterprise derives
from the clarity of the conceptual model. The framing of the model was a direct product of the
design team which was a brilliant configuration of expertise from all the key perspectives: early
childhood education, parent education, adult learning, communications, and technology.
Each of the partners in this design team not only brought state-of-the-art knowledge and skill to
the enterprise but the work of each was enhanced by the collaboration. In short, the project itself
mirrored the kind of partnership that is promoted in Winning Teams one in which diverse
perspectives are identified, communicated, negotiated, and each party learns and changes as a
result.
Another major strength of the project was, of course, the quality of the production itself. As I
have said before, the videotapes were the highest quality depictions of early childhood practice
that I have seen. In addition, the teleconferences were carefully crafted and presented so as to
make optimum use of the medium. Distance learning is currently the rage in our country and yet
the power of the technology is rarely used effectively. Winning Teams was among the rare
exceptions.
07/28/97 MON 15:10 FAX 5137634340
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The high tech/high touch approach employed in this project was also a strength. The written
materials were excellent support tools to engage participants and support the learning. Although I
did not directly observe the workshops or mentoring activities, the feedback I have seen was very
positive.
The most difficult challenge of Winning Teams, as well as its unique strength, was the attempt to
involve parents as equal partners with professionals in the experience. Again, the project itself
reflected its message directly. For decades, early childhood educators have strongly promoted the
concept of parent involvement but, to my knowledge, no project has ever attempted to move that
rhetoric to reality in the same way as Winning Teams. All parties learned a great deal from this
effort and these lessons will be useful to all of us in our future work.
A final area of contribution that I want to mention is the broad-based collaboration that Winning
Teams promoted among the various sectors of the early childhood community in Ohio. One of the
greatest strengths as well as the greatest difficulties of the field of early childhood is its diversity.
Winning Teams is fully inclusive of the diversity of settings where young children are served —
family child care homes, child care centers, Head Start, public school prekindergartens, and their
own homes. The project also involved the entire early childhood professional development
community - CDA, community colleges, four-year institutions, and resource and referral
agencies. Important work was done to ensure that participants had the opportunity to gain credit
for their learning.
I personally have grown as a professional as a result of my participation on this Winning Team. I
appreciate the opportunity to expand my own understanding in the areas of adult learning,
communications, and technology. Most of all, I want to congratulate Deb Pinger for the brilliance
with which she was able to pull together this large body of knowledge and different points of view
and communicate our message to a diverse audience in such a clear and concise way.
It was a privilege to work on the Winning Teams project and look forward to our continuing
collaboration in the future.
Sincerely,
Sue
Sue Bredekamp, Ph.D.
Director of Professional Development
07/28/97 MON 15:11 FAX 5137634340
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July 9, 1997
COUNCIL
for early
childhood
chad Wick & Deb Pinger
professional
Resources and instruction for Staff Excellence, Inc. (RISE)
recognition
One West Fourth Street, Suite 300
2460 16th Street, NW
Cincinnati, OH 45202
Washington, DC
20009-3575
Tel:202-255-9090
Fax:202-265-9161
Dear Chad and Deb:
On behalf of the Council for Early childhood Professional Recognition, I would
like to commend your work and express our continuing support.
Executive Director
Carol Brunson Phillips
In light of the Council's work to administer the Child Development Associate
Corporate Officer
(CDA) National Credentialing Program, we recognize the immense and
J.D. Andrews
constant need for major institutions to work in collaborative ways to sponsor
Board of Directors
and manage high quality and accessible professional development
Jan McCarthy
President
opportunities for early care and education staff. The RISE project does so and
Dwayne A. Crompton
thus provides a major new opportunity to enhance the quality of child care in
Transurer
Barbara Ferguson Kamar
the state of Ohio.
Secretary
Josué Cruz. Jr.
We have welcomed the opportunity to collaborate with you to support this
Earline Kendall
Barbara Richardson
type of career development training and encourage you to expand
information about your work both throughout the state and across the
nation. As a model for making a variety of professional development routes
available to individuals in the early childhood field there is much for others to
learn from you.
We look forward to continuing our work together in the future and we offer
our wholehearted support.
Sincerely,
CaroB.Phillips Carol Brunson Phillips
Executive Director
07/28/97 MON 15:11 FAX 5137634340
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NICHD Study of Early Child Care
INVESTIGATORS:
TEMPLE UNIVERSITY
Marsha Weinraub, Ph.D.
Department of Psychology
Kathryn Hirsh-Pasek, Ph.D.
614 Weiss Hall
Elizabeth Jaeger, Ph.D.
13th & Cecil B. Moore Avenue
Philadelphia, PA 19122
SITE COORDINATOR:
(ph) 215-204-7327
Elizabeth Jaeger, Ph.D.
(fax) 215-204-5539
STUDY COORDINATOR:
Sara Woboril
June 24, 1997
Chad Wick, President
RISE
One West Fourth Street #300
Cinoinnati, OH 65202
Dear Mr. Wick,
Thank you for making it possible for me to see the third teleconference of the "Winning Teams" program. I heard
about "Winning Teams" from a colleague, Cathie Harvey, who thought it would be of interest to me in my capacity
as a Principal Investigator for the National Institute of Child Health and Human Development Study of Early
Child Care. The NICHD Study is concerned with the impact of early child care on families and on children's
development from birth through first grade. "Winning Teams" could have a powerful effect on the things we are
studying.
I was surprised by the "Winning Teams" sophisticated curriculum and use of technology. I was pleased to see that
the program is directed at parents and care givers together. "Winning Teams" offers a very good response to many
of the challenges that persist in the field of early child care. How can we help parents and care givers work
together to promote development? How can we provide training that uses technology without sacrificing the
benefits of relationship-based learning? How can trainers maintain a consistent level of quality and integrity and
deliver the training in a cost effective manner?
Young children will continue to be cared for outside of their homes in ever increasing numbers. "Winning Teams"
can help to ensure that child care will result in positive outcomes for children and their families.
I have shared my enthusiasm for "Winning Teams" with my colleagues across the country, and I have encouraged
them to contact you for more information about the program. Please let me know if there are any ways in which I
can be useful in your efforts to bring "Winning Teams" to as many parents and care givers as possible. in Ohio
and throughout the United States. Thank you for creating such a valuable resource.
Sincerely, marsha Weinroub
Marsha Weinraub, Ph.D.
Professor
Principal Investigator
cc:
Cathic Harvey
The National Institute of Child Health and Human Development
University of Arkansas, Little Rock / University of Arkansas for Medical Sciences; University of California, Irvine / University of California, Los Angeles:
University of Kansas; University of New Hampshire / Wellesley College: University of North Carolina, Chapel Hill / Western Carolina Center;
Pennsylvania State University / University of Pittsburgh: Temple University: University of Virginia, University of Washington;
Iniversity
of
Wisconsin
Ininersity
Terms
Institute
07/28/97 MON 15:12 FAX 5137634340
STUDENT LOAN FUNDING
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parents, inc.
Chad Wick, President
RISE
One West Fourth St #300
Cincinnati OH 65202
One Penn Center
June 16, 1997
1017 JFK Boulevord
Suite 1250
Philadelphia,
Dear Chad,
Pennsylvania 19103
(215) 241-1700
Congratulations on guiding "Winning Teams for Young Children" from an innovative
(215) 241-1704 Fax
idea to an effective resource for adults who care for young children. In my twenty-two
years of professional work promoting parent-professional partnerships, I have not seen
any other program that takes the role of the parent so seriously. "Winning Teams"
moves beyond partnership rhetoric. The practical instruction it presents and reinforces
about how to create and sustain partnerships is quite unique.
Abington Memorial
Health Center
2510 Maryland Avenue
"Winning Teams" has re-invented the concept of parent involvement. It acknowledges
Suite 165
the challenge of creating a coherent educational environment for children at home and
Willowood Building
at school. It reveals the complexities of parent-professional relationships which are
Willow Grove.
Pennsylvania 19090
based on shared goals and characterized by reciprocity and shared power. And, it
(215) 830-1370
teaches successful partnership skills for translating these concepts to successful
(215) 830-1373 Fax
strategies and techniques.
The "Winning Teams" format - video conferences and small group sessions is
particularly offective in promoting partnerships and helping parents and teachers learn
partnership skills. The video portions reinforce the role of the parents with images of
Chestnut Hill Healthcare
children learning at home and with parents' voices presenting a developmental concept
8836 Germantown Avenue
Laughlin Hall
or idea about how children learn. The topics for interactive exercises in the video
Philadelphia,
conferences and later, at the small group sessions, are of equal importance at homo and
Pennsylvania 19118
at school eg. self-regulation, literacy and motor development The medium of
(215) 248-8245
television requires the use of conversational language and the presentation of complex
(215) 248-8053 Fax
ideas as simple steps. Television also offers engaging graphics to illustrate and
illuminate ideas.
The statewide delivery system with interactivity among the sites creates a feeling of
community among parent/participants. Parents no longer feel that their concerns and
fears are their private failure. Hearing other parents speak empowers them to speak.
Knowing they are not alone is a powerful motivator for continued communication with
their children's teachers.
It was a professional honor and a personal pleasure for me to be part of such an
extraordinary effort. "Winning Teams" sets a new standard for family support and
parent education programs. It offers parents both the opportunity and the practical help
to be strong, effective partners with the other adults in their children's lives. Thank you.
Sincerely,
Cathie
Cathie Harvey MSW
Coordinator of Professional Training
RECIPIENT OF THE 1006 NATIONAL PARENT'S DAY COALITION AWARD FOR INNOVATIVE PARENTING PROGRAMS
Parents, Inc. is registered as o charitable organization. A copy of the official registration and financial information may be obtained from
the Pennsylvania Department of State by calling toll free. within Pennsylvania. 1-800-732-0999. Registration does not imply endorsement.
07/28/97 MON 15:12 FAX 5137634340
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008
NATIONAL
ALLIANCE
OF BUSINESS
CHAIRMAN
James F. Orr III
UNUM Corporation
June 27, 1997
PRESIDENT & CEO
Roberts T. Jones
Chad Wick
BOARD OF DIRECTORS
RISE
Leo C Beebe
K-Tron International, Inc.
One West Fourth Street, Suite 300
Thomas D. Bell, Jr.
Burson-Marsteller
7094 Carlene Avenue
Kathleon J. Burke
BankAmerica Corporation
Cincinnati, Ohio 45202
James C Cabrora
Drake Beam Morin, Inc.
Mirhael J. Carey
Dear Chad:
Johnson & Johnson
Bruce Carswell
GTE Corporation
Gale Duff-Bloom
The National Alliance of Business (NAB) is a business-led organization dedicated
J.C. Penncy, Inc.
to building a quality workforce by focusing on lifelong learning and workforce
Jereme H. Grossman
Health Quality, Inc.
development. As a leading national organization, NAB works to build and
Richard 3. Curin
Binney & Smith
strengthen partnerships, particularly between business and schools. NAB applauds
John k. Hall
Ashland, Inc
the work of Resources and Instruction for Staff Excellence, Inc. and
Sidney Harman
acknowledges the Winning Teams for Young Children Program as fundamental
Harman International industries, the
Albert Hoser
to building a quality workforce for the future.
Siemens Corporation
Lawrence A. Hough
Sallie Mae
The National Alliance of Business sees the "Winning Teams" concept as an
Jerry Jackson
Entergy Corporation
opportunity to support high-quality early childhood education. The importance
Glenn R. Jones
Jones Intercable. Inc.
of parents as the child's first teacher, partnerships between parents and teachers,
Malcolm R. Lovell, Jr.
National Planning Association
and the business role in supporting early childhood education and the family
Donald C Mann
friendly workplace are key to strengthening our nation's human resource
The Prudential Insurance Company
Pedro F. Mata
development.
K-MI Communications
Brian D. McAuley
Nextel Communications Inc.
Jewell Jackson McCabe
Awareness of the importance of a child's early years has recently been renewed
National Coalition of 100 Black Women, Inc.
by the "I Am Your Child" public engagement campaign, articles in Time and
John R. McKeman, Jr.
McKeman Enterprises
Newsweek, and the White House Conference on Child Development. The
Richard L Measelle
Arthur Andersen
business community is being reacquainted with the concept that investments made
Norman E. Rickard. Jr.
early in life can produce long term effects, such as job readiness and life success.
Xerox Corporation
Bert C Roberts, Ir.
They are understanding that today's children are tomorrow's workforce.
MCI Communications Corporation
Richard R Schubert
Drucker Foundation
Armed with an enhanced awareness, business leaders can critically assess early
T. Quian Spitzer
Kepner-Tregoe, Inc.
childhood education programs and the family-friendly policies which benefit not
Roger T. Staubach
The Staubach Co.
only the business but also the worker, the family and, most importantly, the child.
Roger L Thieme
NAPIC
Investing in families produces the long term pay-back of a responsible, skilled
Anno-Lee Verville
IBM Corporation
labor pool that will enable U.S. companies to compete in the global economy.
A. William Wiggenhorn
Motorola, Inc.
Alan L Wurtzel
Circuit City Stores, Inc.
Jennifer Jpens Pecot
L.S Sociena
Sam Yau
National Education Corporation
Amanda Sodoma
Raul Yzaguire
National Council of La Raza
Senior Project Manager
Project Management Specialist
COUNSEL
Roderick A. DeArment
Covingion & Burling
1201 New York Avenue, NW Suite 700 Washington, DC 20005-6143
202-289-2888 FAX 202-289-1303 TOO 202-289-2977 E-mail [email protected] www.nab.com
07/28/97 MON 15:13 FAX 5137634340
STUDENT LOAN FUNDING
009
T
H
E
Department of Family Relations
135 Campbell Hall
OHIO
and Human Development
1787 Neil Avenue
Columbus, OH 43210-1295
Phone 614-292-7705
STATE
FAX 614-292-7536
UNIVERSITY
June 6, 1997
Chad P. Wick, President
Debra C. Pinger, Vice-President
RISE
1 West Fourth Street Ste 300
Cincinnati, OH 45202-3603
Dear Chad and Deb,
It is hard to believe the pilot year for Winning Teams is over! What an exciting and fruitful year. I am
writing to express my general enthusiasm for the success of the entire program and to send you my
specific reflections while they are still fresh.
First, I have to comment on the incredible collaboration that took place among the members of the
design team; I personally learned so much from the experience of the design process and, from each
of my colleagues on the design team. I have participated in many Ohio early childhood projects over
the past 15 years, but never one with the synergy created by this team. The credit, however, truly
belongs to the two of you--it was your inspiration and vision to convene this diverse team representing
early childhood. parent education, adult learning, media/distance technology and professional
development. But, it goes so far beyond simply convening the team. Many excellent teams are
convened that never create fantastic products despite their potential as a team. I think the success of
this collaboration lies with your incredible abilities to bring people truly together, to create a sense of
team, to listen and learn with us, and to use the best of the ideas that are generated. Deb, your ability
to listen to all of the ideas, to generate your own incredible insights, and then to synthesize them all is
truly remarkable. And, what can I say about Gene Mcpherson--he is an awesome talent and I so
enjoyed watching him work--even knowing that we were probably only glimpsing his true genius
because of the time pressures of the project. I think the sense of commitment and passion for this
project the two of you communicated was SO infectious that it truly brought out the best in all of us.
I have given a great deal of thought to the various elements of the project, as we designed them, and
then, how they eventually played out. I have thought all along, and still feel, that the most powerful
piece of this project was the decision to bring professionals and parents together for a learning
experience. Essentially, you have brought to the broad early childhood field, the model used in special
education, where parents and teachers/providers regularly experience training together. Perhaps, then,
it is no coincidence that there is in early childhood special ed, the model for "partnership" you envision
for all children and have sought to inspire through the Winning Teams project. I think you have
broken threshold for this shift to take place in the broader community through this project and this is
very rewarding
College of Human Ecology
07/28/97 MON 15:13 FAX 5137634340
STUDENT LOAN FUNDING
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I also think by using adult learning models and strategies, combined with the power of effective
media, you offered the early childhood community a unique training experience. I have heard high
praise from participants for the interactive activities during the teleconferences and for the activities in
the smaller workshops. I especially think the strategy of using the same workshop for the teachers
that they would then conduct for parents was effective. It provided an additional layer of professional
development--that is, preparing teachers to lead a workshop themselves--in a cost-effective and
indirect way. I learned a great deal from the folks at Mayerson Academy for whom I have a great deal
of respect.
I must comment on the use of distance technology and the whole concept of teleconferencing. I must
admit I was slow to support this particular element. At the start of the project, I was not entirely
convinced that the same experience couldn't be had in a video conference format thus eliminating the
burden of organizing major events. But I feel very differently now. The strength of the whole state
teleconference is in its ability to create a sense of "community" among people who care for young
children. And, this community could only be felt by literally creating one for these three Saturday
mornings. The "whoops and hollers" from the various audiences on the last Saturday was one
indication of this community! Another, came when our lead teacher at the Lab School, Joyce Lyons (a
very visible teacher on the Winning Teams videos) died in a car accident during the project.
Following her tragic death, I received many e-mail messages and phone calls from all over the state
from people who experienced her talents through the Winning Teams program and wanted to send
condolences. This, I believe, is also a sign of the community that Winning Teams created.
Parenthetically, I chatted with each of these colleagues about their participation in the program and it
was all very positive.
Last, I have been thinking about the piloting of the mentoring element of the project. I will be curious
to see through the evaluations whether or not a limited mentorship (4 visits) will prove to make a
difference in people's experience and development in the overall project. In any case, I think the
mentoring plan itself, as well as the set of activities we designed, are useful as a mentoring model that
can be written up and used by others in different contexts as well. I felt proud of the various ideas we
all came up with and feel that it is its own "golden nugget" from this project, along with the videos,
the activities workbooks and the workshops.
Well, thank you both again for the opportunity to be part of your winning team. It has been a very
satisfying experience all the way around--especially the opportunity to get to know the two of you and
to work with and alongside you. As you put your creativity to work on other educational projects, I
hope other opportunities for us to work together will emerge. In any case, please know that I would
be very interested in future projects. In the meantime, I hope you will enjoy a respite this Summer and
the time to enjoy your achievements of this past year! I am sure we will be in touch soon.
Regards,
Kantorire
Rebecca Kantor, EdD
Associate Professor and
Director, A. Sophie Rogers Laboratory for Child and Family Studies
RK/eb
THE WHITE HOUSE
WASHINGTON
October 28, 1997
Valora Washington
W.K. Kellogg Foundation
1 East Michigan Street
Battle Creek, MI 49017
Dear Valora:
We cannot thank you enough for your participation
in the White House Conference on Child Care. Your
contributions during the panel discussion and your
expertise made the Conference a phenomenal success and
we think, helped to start a national discussion on Child
Care. On a personal note, it was an honor to work with
you.
As soon as we receive the transcripts and
photographs from the Conference, we will forward them to
you. In the meantime, please feel free to call either of us at
(202) 456-6266.
Sincerely,
Jennfer
wile
Jennifer Klein
Nicole Rabner
Special Assistant
Associate Director
to the President for
for Domestic Policy
Domestic Policy
You are truly our
inspiration!
Nicole
NCCA
NATIONAL CHILD CARE ASSOCIATION
August 12, 1997
Ms. Melanie Verveer
Assistant to the President and
Chief of Staff to the First Lady
ADMINISTRATIVE OFFICE:
The White House
Lynn L. White
Washington, DC
Executive Director
1016 Rosser Street
Dear Ms. Verveer,
Conyers (Atlanta), GA 30207
800-543-7161
The National Child Care Association is the only professional trade association representing the
770-388-7772 (FAX)
licensed, private early care and education community in the United States. As such, we
nccallw @ mindspring.com
represent more than 80% of the licensed providers in the country. Our membership runs the
http://www.NCCANet.org
gamut of child care services -- from infants to school age care provided by small
proprietorships, regional and national companies. Over the past few years, NCCA has been
LEGISLATIVE OFFICE:
impressed with and grateful for the magnitude of attention afforded the quality, availability and
Nancy Granese
affordability of child care for our youngest citizens. Our Nation is beginning to understand
Director of Government Relations
how important this service is to every aspect of our progress and culture. We applaud the
Hogan & Hartson
announcement of the White House Conference on Child Care as yet another gigantic step
Columbia Square
forward.
555 13th St. N.W.
Washington, D.C. 20004
We are pleased to recommend leaders in the private child care community to attend the
202-637-5697
Conference. Because NCCA is a federation of state associations and national members
202-637-5910 (FAX)
(including the four largest child care companies), each member of our Board of Directors
represents a state association or a national company. We are requesting that each of these
individuals receive an invitation. The richness of their collective knowledge on state and
national policy and the roles of private. licensed child care is unsurpassed.
In the event that invitations are limited, priority should be given to NCCA's President, Mr.
Dewayne Foskey, NCCA's Executive Director, Lynn White; NCCA's Director of Government
Relations, Nancy Granese; NCCA's Vice President of Government Relations, Marsha Engquist
and members of the Executive Committee and President's Council. I will be pleased to discuss
other options with you which might perhaps coordinate well with other conferees.
During the planning meeting I attended in Washington, there was discussion of establishing
satellite download sites in the Conference. If those plans are still viable, NCCA will be pleased
to submit names of state leaders representing the private, licensed community. hese
individuals will contribute the knowledgeable provider component to the broad representation
the Administration is seeking in the Conference.
NCCA looks forward with great anticipation and expectation to the White House Conference.
We are very grateful for the opportunity the Administration is providing to heighten our
Nation's awareness of child care and its critical impact on the economic and social future of
America.
If we can be of assistance in any way, please feel free to call.
Best regards,
Refer L. White
Lynn L. White
Executive Director
LLW:cgc
attachment
cc:
Dr. Joan Lombardi
NCCA Board of Directors
NCCA
NATIONAL CHILD CARE ASSOCIATION
Lynn L. White
Executive Director
ADMINISTRATIVE OFFICE:
National Child Care Association
Lynn L. White
1016 Rosser Street
Executive Director
Conyers, GA 30012
1016 Rosser Street
Conyers (Atlanta), GA 30207
(800) 543-7161
800-543-7161
770-388-7772 (FAX)
Nancy Granese
nccallw @ mindspring.com
NCCA Director of Government Relations
http://www.NCCANet.org
Hogan & Hartson
LEGISLATIVE OFFICE:
Columbia Square
Nancy Granese
555 13th Street NW
Director of Government Relations
Hogan & Hartson
Washington, DC 20004-1109
Columbia Square
202-637-5697
555 13th St. N.W.
Washington, D.C. 20004
NCCA EXECUTIVE COMMITTEE
202-637-5697
202-637-5910 (FAX)
Mr. Dewayne Foskey, PRESIDENT
Georgia Child Care Leadership Forum
P.O. Box 8989
Warner Robins, GA 31095
(912) 923-0961
(912) 929-4963
Ms. Marsha Engquist, VICE PRESIDENT - GOVERNMENT RELATIONS
PSO/Illinois Child Care Association
5615 North Clark Street
Chicago, IL 60660
(773) 561-6707
Ms. Cindy Acker, VICE PRESIDENT - MEMBERSHIP
Professional Association of Childhood Educators
2226 Encinal Ave.
Alemeda, CA 94501
(510) 521-9227
Ms. Joy Bauer, SECRETARY
Arizona Child Care Association
8808 N. Central Ave., #258
Phoenix, AZ 85020
(602) 944-1244
Mr. Gary Mohler, TREASURER
Child Care Association of Nevada
4328 S. Seville
Las Vegas, NV 89121
(702) 458-4850
(702) 458-8948
NCCA PRESIDENT'S COUNCIL
Ms. Beverly Clarke
Massachusetts Independent Child Care Organization
110 Kerry Place
Unit B
Norwood, MA 02062
(617) 769-0777
(508) 668-8123
Mr. Nick Craft
Georgia Child Care Leadership Forum
605 Rome Street
Carrollton, GA 30117
(770) 834-7288
(770) 834-2273
Mr. Gene Little
Texas Licensed Child Care Association
313 Harwood Rd., Suite 100
Bedford, TX 76022
(817) 788-1884
(817) 571-9827
NCCA BOARD OF DIRECTORS
Mr. Lynn Cronemiller
Oklahoma Child Care Association
P.O. Box 16892
Midwest City, OK 73140-3197
(800) 943-8697
(405) 733-9835
Ms. Rachel Cronkhite
Georgia Child Care Association
Kiddie Kastle Early Learning Center
718 Concord Rd.
Smyrna, GA 30080
(404) 634-2330
Ms. Katherine DePuydt
PACE of North Carolina
2619 Newkirk Ave.
Wilmington, NC 28412
(910) 799-7195
(910) 256-1257
Dr. Marcy Guddemi
KinderCare Learning Centers, Inc.
2400 Presidents Drive
Montgomery, AL 36116
(800) 633-1488
Ms. Sandra Hughes
New York Child Care Association
1708 Altamont Ave.
Schenectady, NY 12303
(518) 356-5683
Ms. Christine Ivey
Maryland Child Care Association
1010 East 43rd St.
Baltimore, MD 21212
(410) 323-5740
Mr. Steve Kostantenaco
Texas Licensed Child Care Association
28190 Hwy. 281 North
San Antonio, TX 78260
(210) 980-7671
Ms. Joan Lansing
Louisiana Professional Association of Child Care
9739 Joor Rd.
Baton Rouge, LA 70818-4914
(504) 261-0105
Mr. Duane Larson
Children's World Learning Centers
573 Park Point Drive
Golden, CO 80401
(303) 526-3219
Ms. Robin Lloyd
Pennsylvania Early Childhood Education Association
325 N. Five Points Rd.
West Chester, PA 19380
(610) 696-5984
(610) 692-7223
Ms. Suzanne Moran
Country Day School
New Jersey Child Care Association
1000 Courtyard Drive
Somerville, NJ 08876
(908) 704-8686
Tami Nix
South Carolina Child Care Association
500 Miller Rd.
Sumter, SC 29150
(803) 773-5174
Ms. Andre Ransom
Colorado Child Care Association
4982 W. Union Avenue
Denver, CO 80236
(303) 798-1884
Dr. Robert Rodriguez
La Petite Academy, Inc.
41337 N. Canyon Springs Drive
Cave Creek, AZ 85331
(602) 595-7074
(602) 595-2347
Mr. Ron Sams
Ohio Child Care Association
100 Jana Kay Ct.
Columbus, OH 43207
(614) 491-3270
Ms. Kyle Smith
New Mexico Child Care Association
2626 Texas, NE
Albuquerque, NM 87110
(505) 294-2233
(505) 822-9455
Ms. Sue Trotter
Tennessee Child Care Association
4109 Bennett Rd.
Chattanooga, TN 37412
(423) 867-3814
Mr. Peter Van Veen
Children's World Learning Centers
573 Park Point Drive
Golden, CO 80401
(303) 526-3218
(303) 526-3400
Mr. Bill VanHuis
Childtime Children's Centers, Inc.
38345 W. 10 Mile, Ste. 100
Farmington Hills, MI 48335
(810) 476-3200
Mr. Gary Vause
Child Care Association of Nevada
2301 West Charleston
Las Vegas, NV 89102
(702) 870-0666
(702) 367-1450
Mr. Steve Williams
Minnesota Child Care Association
5223 West 73rd St.
Edina, MN 55439
(612) 835-6055
(612) 922-4009
Corporate Offices
11095 Knott Avenue, Suite 1.
Cypress, California 90630-5135
Work Life
tel: (714)899-4400
fax: (714) 899-447
Benefits
August 26, 1997
Ms. Nicole Rabner
Associate Director for
Domestic Policy
THE WHITE HOUSE
1600 Pennsylvania Avenue
Washington, DC 20500
Dear Ms. Rabner:
Thank you for your kind letter of August 12 acknowledging my letter offering
suggested changes to IRS Code 129 Plans (Dependent Care Assistance Plans)
relative to the upcoming White House Conference on Child Care. I wanted to
write to inform you that I have relocated to open a new office for Work/Life
Benefits and can be reached at the following address:
Work/Life Benefits
2008 Bridge View Lane
Plano, Texas 75093
Phone: (972) 758-1656
Fax: (972) 867-5277
We would be most interested in attending the conference if it is possible. Please
feel free to contact me should you need any other information regarding employer-
sponsored child care benefit programs.
Sincerely,
Carey Fleming
Director of Corporate Alliances
CF:hr
from
l'esprit
The Voucher Corporation
ACCOR