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ChildCare
CCAC
ActioNews
Child Care Action Campaign
May-June 1995
Volume 12 No. 3
Children and Families:
A Wise Investment for Business
The benefits
of invesment
in children
and families
are great,
as are the
consequences
of doing
nothing.
Children play at Pacific Gas & Electric Company's Children's Center at its corporate headquarters in San
Ted Childs
Francisco's financial district. Open from 6 a.m. to 6 p.m., it serves 68 infants, toddlers and pre-schoolers.
Corporate America con-
nies should provide such
ly ask how many women are
tions, vacation plans and
tinues to debate whether a
assistance.
in high-level positions and
other benefits. Employers
corporation should be in-
whether or not these women
offer these benefits because
volved with its employees'
Helping Families Helps
have families. More often
they want to provide some
the Bottom Line
family issues, particularly
than not, unsatisfactory
level of protection and secu-
child care. One train of
Recruiting. Companies
answers to these questions
rity for their employees. Em-
thought views family matters
compete to attract the best
reduce a company's ability
ployer involvement in sup-
as personal and private and
and brightest college gradu-
to attract top talent.
porting child care and other
argues that companies
ates to their entry-level posi-
Productivity. Employ-
dependent care issues fits
should not get involved.
tions. Top college stu-
ers know that if their em-
into this family-oriented cor-
The opposite view says that
dents-both men and
ployees are distracted by
porate philosophy.
corporations should show
women-increasingly ask
outside worries they will not
Family issues can and do
concern for their employees
questions about a company's
be productive at work. It is
creep into the workplace
and assist them in address-
family-friendly philosophy.
now commonplace for both
and can cause as much con-
ing child care and other
They want to know about
large and small companies
cern among employees as
dependent care needs. We
flexible work schedules and
to provide their employees
concerns addressed by
believe there are com-
support programs for fami-
with medical, dental and life
health and medical benefits.
pelling reasons why compa-
lies. Young women frequent-
insurance, retirement op-
(Continued on page 4)
B
eing unready and ill-equipped is
There are those who surely will
even the terrorists could not have
what you have to expect in life. It is
hint that if more women stayed
anticipated-and would surely relish.
the universal predicament
You must
home, that federal center would not
I hope all of you will take every
always make do with less than you need
have been full. The children would
opportunity these days to speak to
in a situation vastly different from what
not have been in the line of fire. It is
friends and strangers on this point.
you would have chosen as appropriate for
a savagely irrelevant comment,
Modern life has made horribly clear
your special endowments.
designed to exacerbate the guilt that
that there is no guaranteed safe
That's an observation from The
working mothers cannot help but
place, particularly in our cities. But
Marauders, a brilliant book by
feel sometimes when they are not at
regulated, responsible, security-con-
Charlton Ogburn, about the ugly
home with their young sons and
scious child care-the kind that
daughters.
CCAC has always championed-is as
President's
But we have got
safe, and essential, a place as our
to be realistic.
lunatic times can provide.
Corner
The dual-work-
At the wise suggestion of our
ing parent and
founder, Elly Guggenheimer, CCAC
single-working
is spearheading a campaign to raise
Richard B. Stolley
parent family
funds to restore and equip the
are permanent
ruined Oklahoma City child care
1941-45 war in the jungles of Burma.
fixtures in America. That will not
center. It will be our material tribute
I recalled its poignant wisdom time
change until government or business
to those tiny martyrs. If you would
and again in the days after the mur-
or both make it financially possible
like to contribute, send your check
derous attack on the federal build-
for one parent to stay home with his
to our New York office. Even more
ing in Oklahoma City. Who among
or her infant, as other nations wisely
important in the long run is your
us-much less those directly in-
do-which is to say that it will never
continued public support of quality
volved-could possibly be prepared
change.
child care, your understanding of
for or absorb the sickening news of
the growing demand for it among
the destruction of that child care
center and with it, the hopes and
A
nd that brings us back to the
American families, and your pledge
need for quality child care-the
to campaign against any effort, no
dreams of dozens of families?
kind that was being delivered at the
matter how misguidedly sincere, that
That heartbreaking photograph of
federal building. Recent studies indi-
would suggest in some cruel way that
a fireman carrying the body of the
cate that employer-sponsored care is
the movement of mothers into the
year old girl out of the wreckage will
generally of higher quality than
workplace was a factor in the Okla-
stay with us forever. But for me the
other settings. Staffs are well trained
homa City disaster and should be
most terrifying graphic memento
and better compensated than most
reversed. Working mothers were not
was a simple chart in The New York
providers. Parents prefer on-site or
at fault. Bloodthirsty terrorists were.
Times. It was a cutaway drawing of
near-site centers. They can drop in
And against them. we are all equally
the building in relation to the vehi-
for lunch, develop a close relation-
vulnerable.
cle that brought in the bomb. Liter-
ship with caregivers, and are avail-
ally, only a few feet from those thou-
able in case of tummy aches.
Oklahoma City Child
sands of pounds of explosive were
And yet, locating child care cen-
Care Relief Fund
the children-on the second floor
ters in risky buildings is likely to be
for safety reasons, of course. The
questioned as thoughts turn away
This fund will be used to help solve the
many problems that have arisen as a
tragic irony of that location is almost
from the destruction to rebuilding.
result of the destruction of the child
unbearable.
It is a fair question, but so is this:
care center. including support.for
All of us dedicated to children and
How do we determine risk? A high
reestablishment of the center and other
families will never be able to make
visibility commercial tower (World
programs that will ensure that children
sense of Oklahoma City, but we can
Trade Center), government offices
and families have access to safe. good
honor those who died by making
(many others in addition to Okla-
quality child care The effort hasibeen
sure their deaths will not be used to
homa City), airports (a center
organized in conjunction with the
discredit or damage child care in
recently opened at JFK), God knows
Oklahoma Association for the Educa-
this country. The bombing was an
where else?
tion of Young Children.. Tax-deductible
irrational act, which no one could
To turn back the glacial move-
contributions may be made payable to
have prevented. We must work
ment toward quality child care in
the "CCAC/ Oklahoma City Child Care
Relief Fund" and sent to CCAC, 330
together to prevent an irrational
America because of random terror-
7th Ave., New York, NY 0001
response to it.
ism would be a grisly triumph that
2
ChildCare ActioNews
May-June 1995
Action on child care moved to the
lies on welfare.
Senate side with some good news for
The Welfare Reform bill does require
children as well as some serious set-
states to provide some form of child
backs. Unlike the House, the Senate
care for mothers who are required to
committees responsible for child care
work-but only for children aged five
did not consolidate all federal child
Washington
and under. No provision is made for the
care programs into a single block grant.
Instead. they left child care decisions to
Watch
child care needs of children six and old-
er. Worse still, the bill removes current
two committees-the Senate Labor and
Helen Blank
protections regarding quality and does
Human Resources Committee. which
not define what states must do to pro-
has jurisdiction over the Child Care and
vide child care. Child care is no longer
Development Block Grant (CCDBG),
step in the right direction. While the
required to meet applicable state or
and the Senate Finance Committee,
Committee took the important step of
local standards. States are free to set
which has jurisdiction over the welfare-
maintaining a set-aside for quality, it
very low payment rates for care, effec-
related child care programs and the At-
reduced the overall set-aside from the
tively eliminating parental choice.
Risk Child Care Program.
current 25% to 15%. The bill also re-
peals or eliminates the Dependent Care
Child Care Food Program
Child Care and Development
Block Grant.
Both the House and Senate Budget
Block Grant
Child Care and Welfare Reform
Resolutions would result in sharp cut-
On the good news side, the Senate
backs to all nutrition programs benefit-
Labor and Human Resources Commit-
The Senate Finance Committee's
ing children and families, including the
tee unanimously agreed on a bill intro-
Welfare Reform bill consolidates all fed-
Child Care Food Program. The Senate
duced by its chair Sen. Nancy Kassebaum
eral spending on welfare into one block
bill recommends maintaining the Child
(R-KS) and co-sponsored by Senators
grant, cuts overall federal welfare spend-
Care Food Program as an entitlement,
Dodd (D-CT), Kennedy (D-MA) and
ing. eliminates the family's guarantee to
which means that all eligible children
Coats (R-IN), reauthorizing the Child
a subsistence grant, and to child care.
would receive meals and snacks. It also
Care and Development Block Grant.
Under this bill there would be no sepa-
recommends some cuts in the family
The Kassebaum bill raises the eligibility
rate child care funding or welfare-relat-
day care portion of the program through
level for block grant funding to 100% of
ed child care program. Like the House
a modified means test. Advocates are
a state's median income. The Grant,
bill, it eliminates the entitlement of
now working with the Senate Agricul-
first created in 1990, helps low-income
child care for welfare recipients who are
ture Committee to work out an appro-
working families pay for child care.
trying to go to work and repeals the
priate means test that will ensure that as
Considering the climate in Washing-
Transitional Child Care Program (child
many family child care providers as pos-
ton and the action already taken by the
care for families who have just moved
sible and the children they serve have
House to slash child care spending, the
off welfare) and the At-Risk Child Care
access to the nutritious meals offered
Senate bill is sound. It authorizes $1 bil-
Program (to prevent families from need-
through CCFP.
lion for the first year and "such sums as
ing welfare). It allows Welfare Block
necessary" in future years. While it will
Grant funds to be used to provide child
Next Steps
be very challenging to win increases in
care, but given the deep cuts already
The Senate is expected to debate
child care funding given the large cuts
proposed. child care will compete with
these bills in June, and the differences
proposed in all domestic spending ex-
the need to fund families' basic needs,
between what it passes and what the
cept social security, the bill did not set
such as food and housing. The bill also
House has already passed will be ironed
very limited funding levels as targets, a
creates a five-year lifetime limit for fami-
out in conference committee over the
summer. Advocates will seck to restore a
In Memory of Vivian Cadden
separate welfare-related child care pro-
gram. It is vital that parents, child care
Vivian Cadden, a founding Board member of
her. Sharing with her the gift of her wisdom. All for
providers, and community leaders em-
CCAC, died on May 25. A distinguished journalist
the last time. The first time / met Vivian / had just
and editor, she contributed to magazines including
come to Redbook Magazine. She was then, some
phasize the critical link between ade-
Life, The Nation and Harper's, and was an editor of
35 years ago, as she was always. as she is now in
quate child care and the ability of a par-
Redbook and McCall's. She was a founding editor
the memories-in the hearts-of those who knew
ent to work and a child to enter school
of Working Mother magazine, to which she had
her, vibrant, caring, incisive, spirited, loving the
ready to learn. There is still time for the
continued to contribute. Here is a personal remem-
right things and ready to fight for them, ready to
brance by founding Board member Sey Chassler.
struggle against the wrongs which the world visits
Senate to respond to the opinion of the
upon itself. / think it is impossible to have known
American people, which strongly sup-
The last time / sat with Vivian Cadden we shared a
Vivian and not to have loved her. / thank her for all
ports continued federal funding for
cab from Penn Station, close to midnight. She
that. And as a colleague of Vivian at the Child Care
dropped me at my house and went off into the
Action Campaign, / am, as we all must be, grateful
child care for working families, invest-
approaching day. / thought then, after having spent
for her dedication to the children and the families
ments in quality, and the establishment
a whole day with her, traveling in the morning from
we are working for. There were some who called
of minimum health and safety standards
New York to CCAC's Board meeting in Washington,
her a warrior for justice. She was not a warrior. She
to protect the wellbeing of children.
sitting side by side with her at the meeting, having a
was a peacemaker. Her victories were victories for
small supper with her in Union Station, traveling in
others.
Helen Blank is Director of Child Care and Devel-
the evening with her. Talking with her. Listening to
-Sey Chassler
opment at the Children's Defense Fund and a
CCAC Board member.
May-June 1995
ChildCare ActioNews 3
Investing in Children and Families
desire on the part of the cor-
porations involved to attract
and retain the very best
employees. From 1982 to
1990 the number of employ-
ers with some sort of child
care program jumped from
600 to 5,600 and continues
Reading
to grow.
Center
The American Business
Collaboration for Quality
Dependent Care was formed
two years ago and has been
successful in helping corpo-
rations increase the supply
and quality of dependent
care in the communities in
which their employees live.
Believing that by "working
together we can accomplish
what none of us can afford
to do alone," 156 companies
and organizations contrib-
Pre-schoolers engage in a wide variety of hands-on activities at the Beth Israel Hospital child care center in
uted $27 million over two
Boston.
years to fund 355 projects in
45 communities.
(Continued from page I)
ployees address family issues.
flexible scheduling can be
The Collaboration's re-
Flexibility and dependent
Each company must evaluate
implemented at virtually no
cently issued two-year report
care programs help address
what it can afford financially,
cost to the company. Child
details its successes: 19,141
these issues so that employ-
what its employees need,
care resource and referral
spaces for young children,
ees can come to work and
what is feasible within its cor-
services can be structured so
school-age children, or
work worry-free. Managers
porate culture, and what will
that uniform service can be
older adults were created or
of the '90s must understand
bring an adequate return on
provided to a widely dis-
improved, and over 200,000
that these programs are
its investment.
persed population. Some
people directly benefitted
tools to achieve productivity
resource and referral ser-
from this investment, includ-
improvements and business
Employee Support
vices, especially those with
ing over 13,000 family mem-
results, not cost items that
Programs
national markets, are now
bers of investors' employees.
are barriers to greater prof-
These supports take many
including information about
The accompanying chart
its and productivity. They
forms and can be geared to
school-age care and help
shows the types of invest-
must also understand that
the particular needs of a
with college planning as part
ments made.
they must not make their
company and its employees.
of their service, making the
The Collaboration sup-
employees feel like they are
The most common family-
benefit useful to a larger
ported a wide range of activ-
less committed to their
friendly benefits include ser-
number of employees.
ities. In Dallas, it helped
careers when they use flexi-
vices that help employees
four companies come to-
bile options and dependent
find and choose child care;
Employer Centers and
gether to create a new, near-
care programs. We have
pre-tax set asides; leave pro-
Specific Projects
site center. In Poughkeepsie,
these programs so they can
grams; flexible work sched-
Some companies are
New York, IBM joined two
have families and continue
ules, part-time work; and
going a step further and cre-
hospitals and two colleges to
to be productive at work.
work-at-home programs.
ating programs directly for
replace a center that was
In addition to meeting
their employees. The most
faced with closing. To im-
What Employers
the needs of employees and
visible example is the
prove the quality of care, the
Can Do
the company, these benefits
increase in employer-sup-
Collaboration helped 224
There are numerous ways
can help address quality of
ported child care centers.
centers in 15 communities
that a company can put into
life issues in local communi-
These programs represent
obtain accreditation by the
action its desire to help em-
ties. Leave programs and
long-term investments and a
National Association for the
4
ChildCare ActioNews
May-June 1995
Education of Young Chil-
port or combines all three,
assure that the education sys-
this is an opportunity for the
dren by covering the cost of
everyone benefits when busi-
tem prepares young people
business world to partner
fees and consultants and, in
ness takes proactive steps to
to meet these challenges.
with local community organi-
some cases, paying for physi-
address the needs of chil-
Corporations are now
zations to improve the quali-
cal improvements. Training
dren. The company will see
expanding their involve-
ty of care and education for
was provided to family child
a more committed, ener-
ment in education to in-
young children.
care providers, to staff in 77
gized and productive work
clude the primary and sec-
centers, and to center direc-
force. Reduced absenteeism
ondary levels, as well as uni-
Children and Families:
and turnover and successful
A Wise Investment
tors in 11 communities. Pro-
versities. Many corporate ini-
grams for school-age chil-
recruitment can enhance a
tiatives involve public school
Many large corporations
dren included science and
company's bottom line. The
systems in partnership pro-
are faced with increasingly
technology summer camps
community and society also
grams, adopt-a-school pro-
limited financial resources.
for children from 10 to 14
benefit from business in-
grams, and IBM's own "Re-
Government at all levels is
years old in eight cities and
volvement in supporting
inventing Education" initia-
faced with the same issues.
the development of staff
families. Initiatives like the
tive. Indeed, IBM CEO Lou
Many states are cutting their
training programs and inno-
American Business Collab-
Gerstner, in his book Rein-
budgets, in most cases re-
vative curricula for older
oration expand choices for
venting Education, expresses
ducing social programs as a
children, who are frequently
all parents in a community.
the view that our schools are
way to "put their house in
left home alone because
Bringing together the busi-
in a crisis that requires im-
order." Overlooked is the
after-school programs are
ness and child care commu-
mediate, aggressive, innova-
fact that neglected children
not geared to their needs.
nities allow different per-
tive actions accompanied by
become very costly adults.
spectives to be shared and
a long-term commitment to
What has always been
Donations or
new ideas and solutions to
correct. A new publication
clear to the business com-
Charitable Endeavors
be piloted. Corporate fund-
by the Department of Edu-
munity is that we must make
A number of corporations
ing has helped child care
cation called "Employers,
wise investments with the
support programs for chil-
providers become more cus-
Families and Education"
limited resources we have so
dren and youth through
tomer oriented by offering
highlights a number of local
that we can get the greatest
their foundations or
extended hours, school-age
programs.
return on that investment.
through other corporate giv-
care, and other services par-
The same should apply to
ing programs. These dona-
ents need.
Young Children Key
programs for children and
tions are often geared to
Many people feel that busi-
investments in education.
supporting national pro-
Building the Workforce
ness must focus on the devel-
The High Scope/Perry Pre-
of Tomorrow
grams, funding research, or
opment of children prior to
school study showed that $1
helping the disadvantaged.
Corporate America is in-
their entry into kin-
invested in a child care pro-
Such support can have great
creasingly concerned with
dergarten. In fact, the first
gram produces a return of
impact on communities and
the state of education in
national education goal is
$7.16. A wise investment now
lead to very positive visibility
America. The workforce of
that by the year 2000, all chil-
can lead to greater rewards
for a corporation.
tomorrow will need to be
dren will enter school ready
down the road: lower social
more highly educated and
to learn, a goal that cannot
costs, greater creativity, a
Everyone Benefits
technologically aware than
be reached if our children
better educated and employ-
Whether a company im-
any other preceding genera-
are neglected before they
able workforce, increased
plements one type of sup-
tion, and business wants to
reach kindergarten. Again,
productivity and competi-
tiveness.
The benefits of business
American Business Collaboration Funding
investment in children and
(By Type of Program)
families are great-as are
the consequences of doing
Program
Increasing
Improving
% of
% of
nothing. We are dealing
Type
Supply
Quality
Projects
Funding Total
with the future of our coun-
try. Business must respond
Child Care Centers
58%
10%
28%
68%
to the call or we will have
failed those who need us the
Family Child Care
5%
8%
18%
13%
most and who look to us for
School Age Care
10%
3%
44%
13%
success-our children.
Ted Childs is Director of Work-
Elder Care
5%
1%
10%
6%
force Diversity at IBM and a mem-
ber of the American Business
TOTAL
78%
22%
100%
100%
Collaboration for Quality Depen-
dent Care Board of Champions.
May-June 1995
ChildCare ActioNews
5
NEWS
briefs
Republican Poll:
Americans
Support
Federal Funds
for Child Care
CCAC's President Earns
Americans support federal assis-
"Unworthy Wage"
tance for child care for poor working
families and welfare recipients who
Before chairing CCAC's semi-annual Board meeting on April 27, our President, Richard
want to work, according to a poll re-
B. Stolley, worked with children at the Rosemount Day Care Center in Washington, D.C.
leased just four days before the House
as part of "Worthy Wage Day." The event drew attention to the scandalously low wages
of Representatives passed its welfare
paid to child care workers. In 1994, the average weekly salary for child care workers was
reform package. Known as the Per-
$158. Stolley received a check from center executive director Jan Yocum for $12 for his
sonal Responsibility Act (H.R.4), the
two-hour shift. (Taxes were not withheld!)
bill cuts child care assistance to welfare
recipients and working families, and
and safety standards for child care
to working families to keep them from
eliminates child care that has been
facilities. The House eliminated these
needing welfare and helping mothers
available to mothers making the transi-
requirements in H.R.4.
get child care so they can move from
tion from welfare to work. It also elimi-
47% of American voters say it
welfare to work," said Barbara Reis-
nates a requirement that states invest a
would be a "mistake" to cut federal
man, Executive Director of Child Care
portion of federal funds to improve
child care assistance by 20% (as the
Action Campaign. CCAC supports the
the quality of child care for all working
House had proposed), 46% believe
alternative bill proposed by Senators
families. The Senate is now consider-
the cuts can be made, and 8% had no
Kennedy and Dodd, which increases
ing its version of welfare reform (see
opinion.
federal investments in child care by
Washington Watch, page 3).
$5.1 billion over five years and guar-
Conducted by Republican pollster
Poll: Finding Affordable Child
antees assistance to mothers trying to
Vince Breglio the poll surveyed 1,000
Care Has Gotten Harder
move off welfare.
registered voters nationwide and
One in seven American voters say
found that:
that they or someone in their house-
Thank You!
67% of American voters believe
hold currently uses child care. Ac-
that "the government (should) help
cording to 71% of the respondents,
The Child Care Action Campaign
in paying for child care" for mothers
finding affordable child care was
wishes to acknowledge and
on welfare who are required to work;
somewhat or a great deal more diffi-
thank the following for
29% disagree while 3% have no
cult to obtain than just five years ago.
their. generous support.)
opinion.
This survey was taken three months
64% of poll respondents said that
after a New York Times/CBS News poll
The Ford Foundation
providing poor families with child
found that 86% of the American pub-
Strategic Communications Plan
care assistance will keep them off wel-
lic supported spending the same or
fare; 31% disagreed and 5% had no
increased levels of federal funds on
Federal Employees
who contribute to CCACthrough
opinion.
programs for poor children.
the Combined Federal Campaign
54% of American voters oppose
"The Breglio poll shows that the
General Support
federal efforts to eliminate require-
American people strongly endorse
ments that states set minimum health
providing federal child care support
6 ChildCare ActioNews
May-June 1995
Study Examines Breadwinner & Caregiver Roles
Women: The New Providers
CCAC
Should women work outside the
money, both men and women chose
Richard B. Stolley, President
home? Do they neglect their families
time and money about equally.
Barbara Reisman, Executive Director
when they do? Does their job perfor-
Women do not see their commit-
mance suffer because of family re-
ment to work rewarded by their
ChildCare ActioNews is circulated on a
bi-monthly basis to the membership of the
sponsibilities? A new study conducted
employers, and they worry about
Child Care Action Campaign. To become
by the Families and Work Institute
employers providing fewer benefits,
a member. fill in and mail the coupon
and Whirlpool Foundation may bury
the difficulty of integrating work and
below.
Child Care Action Campaign's mission
this debate forever.
family life, and organizations not real-
is to stimulate and support the develop-
Women: The New Providers, released
ly valuing the people who work for
ment of policies and programs that will
May 11, shows that women are com-
them. While both men and women
increase the availability of quality, afford-
able child care for the benefit of children,
fortable in their roles of breadwinner
would prefer to work fewer hours,
their families, and the economic well-being
and caregiver. Around half of em-
concerns about loss of benefits pre-
of the nation.
ployed women now provide half or
sent a formidable obstacle.
To accomplish this, CCAC provides
information and original research to par-
more of their family income, and 90%
Nine out of ten women believe that
ents, the general public, and to govern-
say they are responsible for taking
the debate about family values should
ment and corporate policy makers about
care of their families. Although nine
focus not on the structure of families,
the needs of families and children. CCAC
emphasizes the conection between these
out of ten women report time pres-
but on valuing families of all types and
needs and the nation's prosperity, and
sures, with three in ten saying they are
the way people behave toward each-
advocates for additional investment in
extremely pressed. a majority say they
other.
child care by employers, by labor, and by
federal, state. and local governments.
do not want to give up any aspect of
Women believe that continuing
their responsibilities.
their education is critically important
If money were not a concern, twice
to improving their lives, and they
as many women would choose part
worry about the quality of the educa-
YES! I want to become a member of
time (33%) over full time work (15%).
tion their children receive. While 97
the Child Care Action Campaign! My
Thirty-one percent would choose to
percent of women believe they can
membership will support CCAC's efforts to
advocate for quality, affordable child care
work at home caring for the family
improve their own lives at least some-
for America's children and families
(down from 39% in 1981), and 20 per-
what, less than two-thirds believe they
$25 Individual
cent would select volunteer work (up
can affect life at all beyond their own
$35 Contributing
from 13% in 1981). Interestingly. how-
communities.
$50 Family
$100 Children's Circle
ever, the "time famine" may be a
Copies of the study are available
$500 Leadership Circle
national phenomenon rather than a
free from: Whirlpool Foundation
CCAC members receive CCAC's bi-
gender issue. Asked whether they
Study, PO Box 405, St. Joseph, MI
monthly newsletter, ChildCare
would choose more time or more
49085.
ActioNews, discounts on publications
and, upon request, copies of CCAC
Information Guides.
CCAC Lecture Series: Penelope Leach
Urges Government to Put Children First
Name (please print)
"We need an organization like CCAC in
Street Address
the U.K.." remarked child psychologist
and author Dr. Penelope Leach, at the
City
State
end of her talk on "Putting Children
First" at CCAC's lecture series on June
Zip
9. Leach argued for workplace policies
Please make checks payable to Child
that would allow a parent to stay home
Care Action Campaign and mail to: 330
with newborns and give parents the
Seventh Avenue, New York, NY 10001
(212-239-0138).
flexibility and time they need to pro-
mote the healthy development of their
children. Faith Wohl, Director of
Photo Credits:
Workplace Initiatives for the General
Our thanks to the following organizations
Services Administration, spoke about
and individuals for use of their photo-
the need for increased government
graphs: Pacific Gas & Electric Company
(page 1); Beth Israel Hospital, Boston
and employer investment in quality
(page 4); Gail Richardson (page 6);
child care.
Citibank (page 7).
May-June 1995 ChildCare ActioNews 7
Resources
Want to
CCAC's groundbreaking publications help both employers
and employees who want to promote business involvement
and support of child care:
The Job/Family Challenge-Not for
Women Only is a comprehensive guide
know about
Not Too Small to Care: Small Businesses and
Child Care profiles 29 small businesses (employing
to understanding and dealing with
under 250 workers) that have implemented child care
the work-family dilemma. Describes
benefits: on- or near-site child care centers. employee
employees' rights, family-friendly poli-
subsidies. flexible work hours, parental leave. family day
care homes and Dependent Care Assistance Plans.
cies and how to advocate for them
($15 members, $25 non-members)
with employers, unions and elected
officials. Includes practical advice on
Investing in the Future: Child Care
Financing Options for the Public and
handling work-family conflicts. Writ-
Private Sectors highlights successful financing mod-
ten by Ellen Bravo, Executive Director
els. including grants and loans, bank reinvestment strategies. com-
of 9 to 5, National Association of Wor-
munity initiatives. bonds, pension funds, and employer partnerships.
king Women. Published by John Wiley
($15 member, $25 non-member)
& Sons, Inc. $12.95 at bookstores or
An Employer's Guide to Child Care Consultants helps businesses determine whether
contact 9 to 5, 238 W. Wisconsin Ave.,
they need a consultant, what they offer, what to look for, and how to find one. ($10 member.
Milwaukee, WI 53203.
$15 non-member)
HALF PRICE WITHTHIS AD!
Early Childhood Centers: Services to
All three for $20 (members) and $30 (non-members). Plus a special bonus
Prepare Children for School Often
Child Care: The Bottom Line. an economic analysis of the costs and benefits of child care.
Limited is a new study from the Gen-
FREE with this ad!
eral Accounting Office that analyzes
Send prepaid order to: CCAC. 330 7th Ave., New York NY 10001
data from the 1990 national child care
study and looks at centers in low-
income areas in four states with partic-
U.S. First copy of these reports avail-
training, public awareness and strong
ular emphasis on child development,
able free from U.S. General Account-
provider associations and describes
nutrition and health, and parent ser-
ing Office, PO Box 6015. Gaithers-
how to start such an effort in a com-
vices. Like others, this study also con-
burg, MD 20884-6015 or call 202-512-
munity. Family Child Care Providers
cludes that services are inadequate
6000. Additional copies $2 each.
Speak About Training, Trainers,
and increased funding is needed.
Accreditation, and Professionalism
Early Childhood Programs: Promoting
Child Care Aware: A Guide to Promot-
reports on findings from a survey of
the Development of Young Children in
ing Professional Development in Child
family child care providers trained by
Denmark, France and Italy is another
Care discusses the lessons learned
Child Care Aware. Available from
GAO study that contrasts the early
from communities that participated in
Families and Work Institute, 330 7th
childhood policies and programs in
Child Care Aware's effort to improve
Ave., New York, NY 10001, (212) 465-
these three countries with those in the
family child care quality through
2044.
Send Us Comments, Opinions & News! We like hearing from our readers. Please send your news to Dolores Schaefer at CCAC.
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SERVICE AS A STRATEGY
IN OUT-OF-SCHOOL
TIME:
A HOW-TO MANUAL
Corporation for National Service 0 National Institute on Out-of-School Time
The Corporation for National Service oversees three
national service initiatives-AmeriCorps, Learn and
Serve America, and the National Senior Service
Corps. Through these programs, the Corporation pro-
vides opportunities for Americans of all ages and
backgrounds to imrpove their communities through
results-driven service.
Corporation for National Service
1201 New York Avenue, N.W.
Washington, D.C. 20525
(202) 606-5000
www.nationalservice.org
The National Institute on Out-of-School Time's mis-
sion is to improve the quantity and quality of school
age care programs nationally by concentrating its
efforts in five primary areas: research, education
and training, consultation, program and community
development, and public awareness.
National Institute on Out-of-School Time
Center for Research on Women
106 Central Street
Wellesley, MA 02181-8259
(781) 283-2547
www.wellesley.edu/WCW/CRW/SAC/
October 1997
CONTENTS
Preface
I
APPENDIXES
I. Introduction
3
A. National Service Programs and Application
Requirements
31
2. What is Quality Out-of-School Time?
5
B. National Service State Offices
35
3. Service as a Strategy in Out-of-School Time
9
C. State Commissions on National
4. Service as Part of Delivery in
and Community Service
39
Out-of-School Time
13
D. State Education Agencies
45
Effective Practices
A. Parents United for Child Care, Action
E. School-Age Care Information and Resource
for Children Today, and AmeriCorps
14
Sharing Via the Internet
5'
B. Energy Express West Virginia and
F. Other Out-Of-School Time Resources
61
AmeriCorps
15
G. Research and Statistics on
C. AmeriCorps School's Out Kids Club
Out-of-School Time
65
of New York City
17
D. City Year Boston LEFTY Program
18
E. West Philadelphia Improvement Corps-
Turner Middle School
20
F. Brown Elementary School's Educational
Outreach Program
21
G. Grandma Please-RSVP of Greater
Cleveland
23
H. AmeriCorps*VISTA and Boys
and Girls Club of Santa Fe
24
I. PlusTime New Hampshire
25
5. Service-Learning Activities for Children
and Youth in Out-of-School Time
27
PREFACE
O
n December 4-6, 1996, Expanding Opportunities
This publication is a collaboration of the
in Out-of-School Time: A National Forum on
Corporation for National Service and the National
Service and School-Age Care launched a new part-
Institute on Out-of-School Time, and the content
nership to expand the resources available for chil-
represents the work of many individuals and organi-
dren and youth in programs operating before school,
zations. Special thanks to the program directors and
after school, on weekends, and during school breaks
coordinators who were interviewed for the effective
(i.e., out-of-school time, OST). The Corporation for
practices section and participants of the December
National Service, the Department of Education, the
forum who provided input and guidance throughout
Child Care Bureau at the Department of Health and
the project.
Human Services, the National Association of Child
To help coordinate forum follow-up activities, the
Care Resource and Referral Agencies, and the
Corporation for National Service has organized the
National Institute on Out-of-School Time (formerly
To Learn and Grow (TLG) public-private partnership
the School-Age Child Care Project) joined together to
initiative to expand, enrich, and improve the quality
begin planning for the development of new commu-
of programs for children and youth in during out-of-
nity-based collaborations that will expand and
school time. The TLG partnership brings together
enhance out-of-school time programs for children
representatives from education, child care, and ser-
and youth. Three pilot state teams-Illinois,
vice organizations, private corporations, and founda-
Massachusetts, and Washington-and a national part-
tions, who are committed to providing quality OST
nership team met to discuss solutions for the imple-
opportunities for children and youth.
mentation of service integration with out-of-school
time at the community, state, and national levels.
For more information or additional copies of this
The inspiration for this manual originated from dis-
manual, contact the Corporation for National Service:
cussions at the forum focused around the integration
To Learn and Grow
of service as a strategy. The purpose of the manual
Corporation for National Service
is to help program directors, child care providers,
1201 New York Avenue, N.W.
service members, school administrators, and leaders
Washington, D.C. 20525
of community-based organizations effectively inte-
(202) 606-5000, ext. 280
grate service in the development and implementa-
www.nationalservice.org
tion of OST programs. The manual discusses quality
OST programs, highlights effective practices, discuss-
es service and service-learning activities for children
and youth in OST, and lists resources and contacts.
The manual will be updated periodically as new
lessons emerge from the field.
I
Service as a Strategy In Out-of-School Time: A How-To Manual
2
Service as a.Strategy In Out-of-School Time: A How-To Manual
Chapter I
I
n the past few decades, dramatic changes in the
intervals during summer months only. Other pro-
social and economic fabric of our country have led
grams, such as school-age care facilities, operate
INTRODUCTION
to profound changes for the American family. Today,
year-round and provide services while parents work
less than 15 percent of our nation's children live in a
and children are not in the classroom. Many schools
household with a working father and a "stay-at-
keep their doors open in the afternoons and
home" mother (U.S. Census Bureau, 1996). In fact,
evenings to address the needs of students and fami-
according to the U.S. Bureau of Census (1991), two-
lies. Law enforcement officials have started volun-
thirds or 24 million children age five to fourteen are
teer programs, like basketball leagues, to provide
in need of care during their out-of-school time
recreation and keep young people safe. When piec-
hours, a population that is expected to grow with
ing together this myriad of resources, communities
recent changes in welfare laws. The General
are beginning to build OST networks with some
Accounting Office estimates that in the year 2002,
potential to meet the needs of all parents, children,
the current child care supply would meet as little as
and youth.
25 percent of the demand in some urban areas
Some OST programs are also using service and ser-
(GAO/HEHS-97-75, May 1997).
vice-learning activities to expand and enhance
Increasingly, schools and community-based organiza-
opportunities for children and youth. Service is peo-
tions are responding to the needs of millions of chil-
ple taking responsibility for meeting community
dren and youth by providing safe places and con-
needs by giving their time and talents to help solve
structive activities in the out-of-school time hours.
problems. Service can be an important resource in
Quality out-of-school time (OST) programs provide a
OST programs in two primary ways:
variety of enrichment activities that keep children
Bringing national and community service resources
safe, provide opportunities for positive and consis-
into programs to increase organizational capacity
tent relationships with adults and other peers, pro-
and support the delivery of care. Thousands of
mote development through recreation, and offer
AmeriCorps members and Senior Corps volunteers
extra learning time for students. Quality OST pro-
are currently serving as tutors, mentors, activity
grams also provide opportunities for young people
coordinators, and community liaisons in OST pro-
to volunteer in their communities, learn leadership
grams throughout the country.
and team building skills, and connect with adult
mentors.
Engaging children and youth in community service
and service-learning activities in the out-of-school
Out-of-school time programs encompass a wide
time hours. Learn and Serve America helps OST
range of activities for young people that take place
programs develop service-learning activities such
before school, after school, on weekends, and dur-
as youth-led graffiti removal projects, care for
ing school breaks. Some programs run for short
3
Service as a Strategy in Out-of-School Time: A How-To Manual
homebound elderly people, and environmental
clean-ups.
Chapters 3 to 5 explore these primary vehicles for
service as a strategy through a variety of examples.
The goal of this manual is to give program staff and
school-age care providers practical information
about how to integrate service as a component with-
in quality out-of-school time activities. The appen-
dixes contain information on contacts and OST and
national service resources. Discussions among both
practitioners and researchers in the emerging fields
of service and OST have developed a body of knowl-
edge about what makes a high-quality program. In
an attempt to create a common language for OST
programs, Chapter 2, What is Quality Out-of-School
Time? presents a summary of some of these efforts
to define quality standards.
4
Service as a Strategy In Out-of-School Time: A How-To Manual
Chapter 2
DEFINITION
structural features such as lower child-staff ratios
WHAT IS
T
0 describe children's time outside the regular
and smaller group sizes;
school day, child development experts and care
providers recently adopted the term "out-of-school
classroom/caregiver dynamics including care-
QUALITY
givers' sensitivity; and
time." For the purposes of this manual, out-of-school
time (OST) programs refer to the broad range of
staff characteristics such as education and experi-
OUT-OF-
enrichment opportunities for children and youth,
ence.
grades K-12, in the out-of-school time hours, including
SCHOOL
school-age care programs, before- and after-school
More recently, studies specific to school-age care
centers, and extended-day programs.
have found that latchkey children are at significantly
TIME?
greater risk of truancy and poor academic perfor-
Quality out-of-school time refers to opportunities for
mance and are more likely to engage in risky behav-
children and youth to develop positive and consis-
ior such as juvenile delinquency and substance
tent relationships with adults, access safe places,
abuse. In contrast, children who attend high-quality
This chapter defines out-of-school
and participate in constructive activities during OST
out-of-school time programs have been found to
hours. These activities occur in a wide variety of
have better peer relationships, emotional adjust-
time activities and discusses
organizational settings and agencies, including
ment, and grades and conduct in school (Vandell
schools, community-based organizations, YMCAs,
et al., 1996). (For more information on research, see
ongoing efforts to develop
Campfire, Boys and Girls Club, churches, and cooper-
Appendix G).
ative extensions. The hours encompass before- and
standards for quality programs.
after-school hours, weekends, holidays, in-service
Consistent with existing research, National Institute
days, summers, and other school vacations.
on Out-of-School-Time recommends the following
desired outcomes for children in out-of-school time:
WHAT IS QUALITY?
consistent and caring relationships with adults
Extensive research in child care and early childhood
and other children;
education conducted over the past twenty years has
demonstrated strong, positive relationships between
opportunities for constructive activities; and
a variety of quality measures and various dimensions
access to safe places.
of children's development and well-being. Although
child care quality can be based on factors that are
STANDARDS OF SCHOOL-AGE CARE
difficult to measure, the research on child care qual-
With the numbers of unsupervised children rising and
ity has consistently found the following dimensions
the evidence for quality according to existing
to be most strongly associated with enhanced child
well-being (Love et al., 1996):
research, the National School-Age Care Alliance, in
collaboration with National Institute on Out-of-School
5
Service as a Strategy In Out-of-School Time: A How-To Manual
Time, developed national pilot standards and an
I. Human Relationships
Some days I like going to the gym and some days I
accreditation system for school-age care programs.
"The staff here are really cool. They do stuff with us
like working with the computers. Sometimes I just
The purpose of building a national system of program
and talk with us and we have a lot of fun. It makes
like to go to the loft and read. The best part is that I
improvement and accreditation for school-age care is
me really want to come here."
can pick where I want to be."
to provide a strategic opportunity to impact the lives
Are the staff warm and compassionate? Are they
of millions of children and youth by improving the
A good program has space that feels cozy and com-
actively involved with children? Do staff treat
quality of school-age care programs available to them.
fortable and has interest areas. Every space can be
children with respect? Do staff help children
improved with imagination and enthusiasm. Those
With the appropriate training, these standards for
without taking control? Do they work with the
who run programs located in "dedicated" space are
quality school-age care can be used as part of a con-
children every day to build positive relationships
free to shape that space as they wish. Programs that
tinuous program improvement model that combines
and model communication? Do they help children
share space can make the curriculum mobile.
assessment and program improvement. Depending
make informed and responsible decisions? Do
Stackable containers, large pillows, moveable stor-
on the results of the assessment, program improve-
staff have realistic expectations of children?
age cabinets, and furniture will help. Design the
ment can take the form of training in staff develop-
space around the needs of children and the goals of
Do staff-child ratios and group sizes allow staff to
ment in child and adolescent development, team-
the program. Look for the following to see if your
meet the children's needs? Are children given
work, director management, age-appropriate activi-
program has a quality indoor environment:
enough staff time so they are not rushed? Are
ties, utilizing volunteers, or other activities.
there enough staff to handle both an emergency
Are the space, furniture, and equipment organized
The revised National Improvement and Accreditation
and regular child care?
to support a wide range of program activities?
System pilot standards will soon be available.
Are there areas for active play, quiet work and
Do the staff and families work together to make the
Changes to the standards focus on sensitivity to cul-
play, messy activities, eating, and various social
transition between home and child care go smooth-
tural diversity, allowing more flexibility in activities,
groupings? Can several activities go on at the
ly? Are the diverse needs of families recognized and
and community partners focusing on community ser-
same time without disrupting one another?
viewed as strengths rather than burdens? Are staff
vice. Upon completion of the pilot phase, the quality
responsive to issues affecting the children's lives
standard will provide the basis for a national accredi-
Can children get materials out and put them away
outside of the program? Are families welcome at
tation process applicable to a wide variety of OST
on their own with ease? Does the space reflect
the program and do they feel well informed?
the interests of the children?
programs. Following are the key concepts from the
Assessing School-Age Child Care Quality 1997 SACCP
Do the staff and host work well with each other
Are there soft, comfortable spaces for relaxation
Project that were used to develop the national stan-
to meet the needs of the children they serve? Are
and/or privacy for children who have been in
dards. They are divided into the six elements of qual-
they cooperative, communicative, and respectful
large-group settings all day?
ity and provide guidelines on what constitutes a qual-
of each other? Is there a generally pleasant tone
ity school-age care program.
when staff interact in front of children?
Is it comfortable? How is the room temperature,
ventilation, and lighting? Can people with disabili-
2. Indoor Environment
ties get around the space? Can they use the equip-
ment?
"I like being able to move around to different places.
6
Service as 0 Strategy in Out-of-School Time: A How-To Manual
3. Outdoor Environment
to perform it for our families at a potluck dinner!"
missed snack and I'm hungry at the end of the day,
"The first month I was here I met my friends and we
they always let me have an apple."
One of the wonderful aspects of school-age child
played hopscotch every day. That was the best. Now
care programs is their ability to give children the
School-age children do a lot of running, jumping,
I'm building a clubhouse with some wood and recy-
freedom they long for. The children have probably
falling, and bumping! Children take risks. It can be a
cled material. When it's finished, we're going to
been in a fairly structured environment all day.
struggle to look out for their safety and health and
make a club."
When they get to an OST program they are looking
still provide a program that allows them to take the
To promote healthy development, children need to
for flexibility and opportunities for exploration and
kinds of risks that are natural for them. Children
have room to move and run and play. They need a
development. A quality program will provide chil-
need to be supervised by staff who are trained to
full range of outdoor experiences. These can include
dren with the chance to choose what they want to
handle emergencies.
gardening, camping, exploring, climbing, running,
do and allow them to do it at their own pace.
With many programs open until 6:00 p.m., children
and jumping. Ideally, there should be as many out-
Is the daily schedule flexible? Does it meet chil-
need a substantial, nutritious snack to keep them
door choices as there are indoor choices. There
dren's needs for security, independence, and
going until they can eat their dinner at home.
should also be places for quiet play. These are not
stimulation? Does it give children the opportunity
Children who seem to present behavior problems
always easy to provide.
to relax and let off steam? Do children have time
may be lacking in a healthy diet. Sometimes the way
Programs in urban areas may not have an outdoor
to socialize? Can they pursue hobbies and learn
to a child's heart is through the stomach.
play area. Even if there are outdoor spaces, they
new skills? Can children move from one activity
Are the safety and security of the children pro-
may not be safe. Staff and families may need to
to another at their own pace?
tected? Do staff know the people the children are
work together to find an outdoor play area that is
Are there many different activities for children to
released to? Are entrances and exits supervised?
safe, and use transportation to get the children to it.
choose from? Do the choices include active play,
Are there any observable safety hazards? Is all
Is the space clean and comfortable? Is it suitable
creative arts, quiet times, and enrichment activities?
play equipment safe for active play? Are staff
for a wide variety of activities? Can various activi-
Do the activities give children the opportunities to
trained to handle emergencies and equipped with
ties take place at the same time without crowding?
learn in different ways and test out new ideas?
first-aid materials?
Does the equipment allow children to be indepen-
Are the children involved in planning their own
0
Do staff know how to spot signs of child abuse
dent and creative? Is it appropriate for the inter-
activities? Do activities develop in response to
and know how to report it? Are they able to iden-
ests and abilities of all children? Does the space
children's interests? (For example, drum-playing
tify other issues with health and development?
provide safe challenges for children of all ages,
can lead to the formation of a band; a clay activi-
Are steps taken to protect and improve the health
including those with special needs?
ty can lead to a pottery class; an interest in base-
of children? Is the facility clean? Is food served
ball cards can lead to learning about statistics.)
under sanitary conditions? Are practices such as
4. Activities
hand washing in place to help prevent the spread
"I like it best when my friends and / get to plan what
5. Safety, Health, and Nutrition
of germs?
we want to do. Last week we made a play and the
"They have the best food here. / especially like it
staff helped us with costumes, and now we're going
when I can help with cooking projects. Also, if I've
7
Service as a Strategy In Out-of-School Time: A How-To Manual
Does the program serve healthy foods? Is there
Are staff given an orientation to the job before
most critical variable throughout childhood and ado-
enough food to meet the needs of children of all
working with children? Are staff asked about their
lescence (Bernard, 1991). In addition, service-learning
ages and sizes? Is the food available at times
training needs? Do they receive at least ten hours
can be a vehicle for children and youth to partici-
when children are hungry? Do the children seem
of training per year provided to meet these
pate and be meaningfully involved and have roles of
to like the food?
needs? Do staff receive appropriate support (ben-
responsibility within a community-again, another
efits, wages, discussion time, input into the pro-
powerful predictor of resiliency in children.
6. Administration
gram) to make their work experience positive?
You won't hear children saying, "I really like the
It is also important to note that quality standards
Does the financial management of the program
apply to all individuals who interact with children
budget this quarter; I really like your staff hiring
support the program goals?
decisions; I'm glad Mary has been here for three
and youth. For example, volunteer tutors or mentors
years. but you can be sure that the children will
require appropriate screening and training to ensure
Staff turnover may seem like an administrative issue,
benefit if there are adequate resources, low staff
proper placement. Volunteers often have the best
but it affects other areas of the program:
turnover, and professional development for staff.
intentions, but may lack the skills necessary to
the children's ability to feel secure and experi-
relate well with children. Thus, it is important to
At the core of a quality program is an administration
ence long lasting relationships with staff;
train volunteers, service members, and program staff
with both experience in school-age child care and
on quality standards of OST programs.
strong administrative skills. Good administrators
the staff's ability to work well as a team;
There are several resource guides available to help
struggle every day to build and maintain programs
the director's ability to keep staff fully trained, even
that are accessible and affordable. The director
providers and program staff understand more about
on basic procedures for safety and health; and
plays a key role in supporting staff and developing
including service members in OST programs. Some
relationships with families and the community. The
staff knowledge about children's interests and
are addressed in the following chapters. Please refer
to the appendixes for additional resources.
director also manages program finances and main-
ability to plan activities that will be exciting.
tains records. It is usually the director who supervis-
BIBLIOGRAPHY
es support services such as transportation.
SERVICE AND QUALITY STANDARDS
Bernard, B. Foster Resiliency in Children: Protective
Sometimes, though, administrators can't meet their
The next three chapters present several ideas about
Factors in Family, School, and Community. Northwest
own high standards because of systemic problems.
how service and service-learning activities can be
Regional Educational Laboratory, 1991.
The administrative aspirations of a program might
important tools to help enrich out-of-school time
Love, J., Schochet, P., and Mechstroth, A. Are They in Real
require considering the following:
programs. In many ways, these ideas also demon-
Danger? What Research Does-and Doesn't Tell Us about
strate how service can support the school-age stan-
Are staff salaries adequate to reduce turnover?
Child Care Quality and Children's Well-Being. Mathematica
dards for quality. For example, adult service mem-
Policy Research, Inc., Princeton, N.J., May 1996.
Are program fees affordable for families? The
bers who serve as mentors can provide caring and
answers to these questions often reveal a delicate
Vandell, D. L., Shumow, L., and Posner, J.K. "Children's
supportive relationships-a powerful predictor of
balancing of resources.
After-School Programs: Promoting Resiliency or
resiliency in children. Some researchers believe that
Vulnerability." Chapter in unpublished paper, University of
Are the staff-child ratios low enough?
a caring and supportive relationship remains the
Wisconsin, Northern Illinois University, 1996.
8
Service as Strategy in Out-of-School Time: A How-To Manual
Chapter 3
WHAT IS SERVICE?
people of all ages can be involved in serving their
round the country, parents, teachers, community
communities.
SERVICE AS
A
members, business leaders, and students are
As a strategy for OST, national and community ser-
engaging in service as an important tool to meet the
A
STRATEGY
vice can be used to:
needs of children and youth in the out-of-school
time hours. Service is people taking responsibility
provide additional resources to increase organiza-
IN OUT-OF-
for meeting community needs by giving their time
tional capacity and support the delivery of quality
and talents to help solve problems. Examples of ser-
care; and
SCHOOL
vice include a wide range of activities-from the
occasional community volunteer who participates in
integrate service-learning as an enrichment activi-
TIME
a neighborhood clean-up, to a part-time retiree car-
ty for children and youth to improve academic
ing for a home-bound elderly person, to a full-time
learning and develop personal skills in the OST
stipended corps member who organizes others in
hours.
volunteer activities.
This chapter broadly defines the concept
NATIONAL SERVICE IN OUT-OF-SCHOOL TIME
When students engage in service activities as a
The Corporation for National Service, created by the
of service and service-learning and provides
method to improve academic learning and develop
National and Community Service Trust Act of 1993,
personal skills, this process is called service-learn-
engages Americans of all ages and backgrounds in ser-
a summary of national service resources
ing. Service-learning activities often take place as an
vice to their communities. Through its three main pro-
integral part of a student's coursework, such as an
grams-AmeriCorps, Learn and Serve America, and the
available to out-of-school time programs.
environmental science class that tests water samples
National Senior Service Corps-the Corporation pro-
for lead in a low-income community. In other cases,
Fore more detailed information on national
vides a broad range of service opportunities for
service-learning occurs as an extra-curricular activi-
Americans of all ages and backgrounds. The efforts
service resources, see the appendixes.
ty, such as an after-school tutoring program in which
supported by the Corporation address the nation's
students become better readers by assisting younger
challenges in the areas of education, public safety,
children in learning to read. Chapter 5 provides an
the environment, and other human needs-with a
in-depth look at the limitless possibilities of youth
strong emphasis on achieving demonstrable results.
service-learning opportunities.
The Corporation for National Service combines the
As demonstrated by thousands of people around the
best aspects of local control with national support.
country, service can be an important strategy in
Programs are selected through a highly competitive
meeting the needs of children and youth in the OST
process and are held to rigorous quality standards
hours. For example, community service volunteers
designed to measure impact. The Corporation's pro-
can provide extra helping hands; college work study
grams are public-private partnerships with national
students can serve as tutors and mentors; and young
and community-based service organizations; corpora-
9
Service as a Strategy in Out-of-School Time: A How-To Manual
tions and foundations; colleges and universities; and
program for men and women age eighteen to twen-
ties for elementary and secondary students. Schools
local police districts. More than two-thirds of national
ty-four. While the primary focus is on the environ-
also use Learn and Serve America grants for adult
service programs work to address the needs of chil-
ment, AmeriCorps*NCCC members also work in edu-
volunteer programs and teacher training.
dren and youth, a significant portion of which operate
cation, public safety, and other areas of community
In Learn and Serve's community-based programs,
outside the regularly scheduled classroom hours.
needs. AmeriCorps*NCCC combines the best practices
nonprofit community organizations implement,
of civilian service with key aspects of military ser-
AmeriCorps is the national service movement that
expand, and multiply service-learning programs in
vice, including leadership and teambuilding.
engages Americans of all ages and backgrounds in
local communities. Participants are between the ages
Campuses are located in Charleston, South Carolina.;
service to address the most critical problems in our
of five and seventeen and include students and
Denver, Colorado; Perry Point, Maryland; San Diego,
nation's communities in the areas of education, pub-
youth who are not in school.
California; and Washington, D.C.
lic safety, the environment, and other human needs.
In Learn and Serve America's higher education pro-
In exchange for a year of service, AmeriCorps mem-
AmeriCorps*VISTA (Volunteers in Service to America)
grams, colleges and universities help create and
bers earn a living allowance and an education award
serves economically challenged communities. For
strengthen community service and service-learning
to pay back student loans or to finance college,
more than thirty years, AmeriCorps*VISTA members
initiatives. A wide array of students and organiza-
graduate school, or vocational training. Through
have helped increase the capability of people to
tions collaborate to address community needs.
AmeriCorps*VISTA, AmeriCorps*NCCC, and
improve the conditions of their own lives through
Grants also support technical assistance for expand-
AmeriCorps*State and National programs, AmeriCorps
literacy programs, housing assistance, health educa-
ing the field of service-learning.
involves more than 30,000 committed men and
tion, entrepreneurship, employment training, and
women in results-driven community service.
neighborhood revitalization. Members of
The National Senior Service Corps, or Senior Corps,
AmeriCorps*VISTA work full-time and live in the
engages a half million Americans age fifty-five and
Through AmeriCorps*State and National programs,
communities they serve, creating programs that will
older in results-driven service as Foster
members serve in more than 400 national, state, and
continue after they complete their service.
Grandparents, Senior Companions, and volunteers in
local nonprofit organizations. AmeriCorps*State pro-
the Retired and Senior Volunteer Program (RSVP).
grams are administered by bipartisan state commis-
Learn and Serve America engages students from
The Senior Corps taps the vast wealth of experience,
sions appointed by governors through grants from,
kindergarten through college in community projects
skills, and talents of older Americans to meet com-
and in partnership with, the Corporation for National
that integrate service and learning. Learn and Serve
America builds on the grassroots service-learning
munity challenges.
Service. Most members serve in local nonprofit orga-
nizations or education institutions, others serve in
movement by promoting service as a learning oppor-
Through the Foster Grandparent Program, some
state or local government-sponsored programs. In the
tunity and providing models and resources to schools,
24,000 older Americans serve as extended family
AmeriCorps*National program, members serve in
universities, and community groups. Students use aca-
members to nearly 80,000 children and youth with
national or multi-state nonprofits that receive grants
demic skills to solve real-world problems and learn
exceptional needs. Usually working at least twenty
directly from the Corporation for National Service.
the value of service, citizenship, and responsibility.
hours a week, Foster Grandparents serve in schools,
hospitals, correctional institutions, and Head Start
AmeriCorps*NCCC (the National Civilian Community
In Learn and Serve America's school-based programs,
and day care centers. They help children who have
Corps) is a ten-month, full-time residential service
schools plan, implement, and expand service activi-
been abused or neglected, mentor troubled
10
Service as Strategy in Out-of-School Time: A How-To Manual
teenagers and young mothers, and care for prema-
Foster Grandparents and volunteers in the Retired
Spread the benefits of service by engaging chil-
ture infants or children with physical disabilities.
and Senior Volunteer Program provide unique
dren and youth in service activities and develop-
one-to-one support for young children in schools,
ing a new generation of service leaders. National
Senior Companions-some 12,000 strong-provide
child care centers, and Head Start programs.
service programs will play a leading role in achiev-
assistance and friendship to seniors who have diffi-
ing a key goal that emerged from the Presidents'
culty with daily living tasks, helping them live inde-
Integrate service within academic curricula enabling
Summit for America's Future-to ensure that all
pendently in their homes instead of moving to more
college and university students to serve as tutors
young Americans have an opportunity to give back
costly institutionalized care. They usually serve two
and mentors in neighboring K-12 schools. The
to their communities through their own service.
to four clients during their twenty hours of weekly
America Reads Challenge-ensuring that all children
service. Senior Companions receive monthly training
can read well and independently by the end of third
YOUTH SERVICE
in various medical topics-and alert doctors and
grade-will require a mobilization of appropriately
A study on volunteerism recently released by Indepen-
family members of potential health problems.
trained reading tutors and partners from all walks of
dent Sector showed that young people who were asked
life, working closely with teachers and schools to
RSVP is one of the largest volunteer efforts in the
to serve were three to four times more likely to do
enhance children's learning. As part of the effort,
nation-matching programs that need volunteers
so than their peers who were not asked. Of the 51
colleges and universities will devote significant por-
with some 450,000 older Americans serving part-
percent of teenagers who were asked in 1996, 93 per-
tions of federal work study resources to enable col-
time and unpaid. Volunteers organize neighborhood
cent volunteered. Of the 40 percent of teenagers who
lege students to tutor and to provide quality OST
watch programs, tutor teenagers, renovate homes,
were not asked in 1996, 24 percent volunteered.
programs for young children.
teach English to immigrants, assist victims of natural
These findings demonstrate that young people are
disasters, and do whatever else their skills and inter-
Provide the tools and skills necessary to build the
willing to apply their energy, enthusiasm, and new
est lead them to do.
capacity and sustainability of volunteer organiza-
ideas to help meet some of our nation's most press-
tions serving children and youth. AmeriCorps mem-
ing needs, such as the need for quality OST programs.
NATIONAL SERVICE GETTING THINGS DONE IN
bers work directly with families, children, child
Many young people already serve. According to
THE OST HOURS
care providers, and the community by serving in
Independent Sector, 59 percent of twelve- to seven-
Thousands of AmeriCorps members, Learn and Serve
child care settings; providing trainings to child care
teen-year-olds, and 38 percent of eighteen- to twenty-
America students, and Senior Corps volunteers serve in
providers; consulting with child care centers on
four-year-olds say they did some service last year.
out-of-school time programs. National service programs
program improvements; providing resource materi-
The average teen who served volunteered approxi-
have developed several effective and replicable models
als to families; and helping families obtain educa-
mately 3.5 hours per week, or a total of 182 hours
for using service as a strategy to expand and enhance
tion, health care, and other services.
per year. In the last two decades, the array of ser-
OST programs. For example, national service programs
Involve parents and community volunteers in OST
vice opportunities has expanded as schools, commu-
operating during the out-of-school time work to:
activities. Most programs have as a basic goal the
nity organizations, religious institutions, and colleges
Tap the skills and talents of retired and senior
involvement of individual community members
have integrated service into their programming.
volunteers, fostering intergenerational relation-
and, through that involvement, sustainability of
Youth corps and national service programs such as
ships rich in diversity and positive role modeling.
programs over a long-term basis.
AmeriCorps and faith-based service corps have
"
Service as a Strategy in Out-of-School Time: A How-To Manual
expanded dramatically, and young people themselves
High-quality service is a vital way to teach citizen-
have played a leadership role in creating opportuni-
ship, responsibility, and discipline; to build skills;
ties to serve.
to enhance self-esteem; to develop problemsolving
abilities, introduce new career options and
Not every service opportunity will yield the kind of
prepare young people for future work; to improve
results that high-quality experiences provide, and
academic motivation, school attendance, and
much of service today is not directed toward solving
performance; and to establish a pattern of future
the serious problems our communities are facing.
service that will continue through adulthood.
Research suggests that several factors should be pre-
sent in order to have the maximum impact on the
Service answers the need of all young people,
participant and community. The key elements of a
rich and poor, for practical experience and an
high-quality program are as follows:
understanding of democratic values in action; an
the need to learn how to work with people of dif-
Service should be sustained over a period of time
ferent backgrounds and experiences.
(twelve weeks or more).
Service should have identifiable results and help
solve real community problems.
Service should be structured to include prepara-
tion, action, and reflection.
Providing more quality opportunities for young peo-
ple to serve will pay multiple dividends:
The 60 million students from kindergarten through
colleges represent a powerful resource. There are
some functions that especially allow young people
to make a contribution. Research shows that
engaging older students, including those in high
school and middle school, in tutoring younger stu-
dents improves both students' performance; college
students mentoring at-risk youth encourages young
people to set higher aspirations; and peer media-
tion and conflict resolution can be effective in pre-
venting violence among young people.
12
Service as Strategy in Out-of-School Time: A How-To Manual
Chapter 4
O
ne of the most common ways of using service
EFFECTIVE PRACTICES
resources in OST is through the recruitment and
Following are some examples of effective practices
SERVICE AS
placement of community volunteers. With proper
that incorporate service and out-of-school time
training and assistance, volunteers of all ages and
activities. The information in this chapter was gath-
PART OF
backgrounds can become valuable assets as extra
ered through phone interviews, and effective prac-
helping hands in OST programs. Volunteer responsi-
tices were based on recommendations from the
DELIVERY
bilities may include direct service to children
Corporation for National Service. Programs were not
through tutoring, mentoring, coordinating group
assessed using the national standards of quality
IN OUT-OF-
activities, or making special presentations.
school-age care.
Volunteers can accommodate individualized atten-
SCHOOL
tion for children, and some volunteers can be
trained to relieve full-time care providers so that
TIME
providers can attend staff trainings.
Through the Learn and Serve America program, col-
lege and university students serve in OST programs
as tutors and mentors. When combined with degree
This chapter demonstrates some
programs like teacher training or school-age care
of the specific ways service resources
provision, these valuable service-learning opportuni-
ties for college students not only meet the needs of
can help support organizations in the
children in OST programs, but also ensure more
highly trained and qualified professionals upon grad-
delivery of OST care. Several examples
uation.
of existing service programs are
Indirectly, the extra helping hands of volunteers can
also support the delivery of care by helping perform
highlighted, with information on
various administrative and outreach functions of the
organization. For example, an AmeriCorps*
project goals and results.
member could serve as a community liaison with the
responsibility of fundraising or finding equipment
donations. AmeriCorps members may also serve as
"volunteer generators" by recruiting, training,
placing, and supervising volunteers from the
community.
13
Service as a Strategy In Out-of-School Time: A How-To Manual
PARENTS UNITED FOR CHILD CARE (PUCC), MAKING THE
Reduce staff turnover and improve service quality.
Collaborate around infant/toddler and school-
MOST OF OUT-OF-SCHOOL TIME (MOST)/BOSTON
age care.
SCHOOL-AGE CHILD CARE PROJECT (BSACCP), AND
Build a professional field of out-of-school time
ACTION FOR CHILDREN TODAY (ACT)
providers.
Extend the involvement of child care resource
In 1995, AmeriCorps Action for Children Today (ACT)
and referral agencies in activities of related
members began working with Parents United for Child
Improve services for children and youth.
groups.
Care to enhance the quality of after-school programs
Increase access to out-of-school time programs
throughout the Boston area for children age five to
Catalyze diverse groups of individuals to par-
for Boston families.
fourteen from low- and middle-income families.
ticipate in planning, training, and program
activities.
Sponsored by PUCC, MOST/BSACCP staff and communi-
Goals and Objectives of Action for Children Today
ty members evaluate proposals from local programs
(ACT):
Results:
and place ACT members in after-school programs
Community Service
throughout the city. ACT members work with the
Between January I and March 31, 1997, five ACT mem-
after-school programs to improve different aspects
Increase the number of infant/toddler and
bers served 239 children in child care programs
that need enhancement. The Boston program is part
school-age slots.
throughout Boston and trained 466 parents in various
of a national initiative of the National Association of
areas. The members completed special projects with-
Improve the quality of child care programs
Child Care Resource and Referral Agencies.
in their programs. One member presented a "fun
through training, on-site consultation, and
reading" literacy class to the students in her program.
modeling.
Goals and Objectives of Parents United for Child
Care:
Why It Works:
Connect families to comprehensive services in
Increase the supply of quality, affordable child
Service Members/Volunteers PUCC places well-
communities.
trained and dedicated ACT members in out-of-
care in Massachusetts.
Participant Development
school time programs to enhance quality. There is
Provide a parent voice on public policy issues
a competitive process among area programs to
related to families, children, and the workplace.
Receive professional training and experience
take advantage of the helpful resources of the
in school-age and infant/toddler care.
ACT members.
Create an organized constituency for improve-
ments in child care and family policy by empow-
Develop leadership skills.
In addition to their after-school program place-
ering parents to effectively advocate in their own
Improve parenting and advocacy skills of
ments, ACT members work on projects to improve
interest.
AmeriCorps members.
child care in Boston. One member's project
involved giving technical assistance to before-
Work on community and workplace initiatives
Community Building
school programs, while another member worked
that guarantee access to quality services and
on an inclusion initiative to place children with
assist parents in their roles as workers and care-
Contribute to the development of community
special needs in after-school programs. Projects
givers.
child care.
may include recruiting and managing volunteers,
14
Service as a Strategy In Out-of-School Time: A How-To Manual
curriculum design and evaluation, or creating a
Constant communication between service mem-
ENERGY EXPRESS WEST VIRGINIA AND AMERICORPS
parent involvement manual. This coupling of
bers and supervisors is vital.
Energy Express is a six-week summer reading pro-
direct service with work on city-wide reform ini-
gram for first- to sixth-graders in low-income com-
Include only the number of members that is man-
tiatives gives members an opportunity to impact a
munities in West Virginia. Established in 1994 in two
ageable by the program staff.
large segment of the community.
public schools, the program operated in fifty-five
Creative problem solving is essential.
mostly rural schools during the summer of 1997. As
Evaluation: ACT members evaluate their progress
AmeriCorps members, college students work with
toward their goals on a weekly basis, and produce
It is important for host agencies to consistently
children in Energy Express in small groups on activi-
quarterly and yearly reports. They also have regu-
view service members as a valuable resource and
ties involving literacy that make reading fun.
lar meetings with their after-school supervisor to
project this to the community.
assess the program. Although each after-school
Immediate Goals and Objectives:
program has its own system of evaluation, ACT
For more information, contact:
Help children maintain a healthy diet during the
members encourage the use of the National
Kate Kuvanlanka, Project Coordinator
summer by providing two nutritious meals per day.
Institute on Out-of-School Time's Assessing
Parents United for Child Care
School-Age Quality Standards.
30 Winter Street
Continue academic learning to prevent children
Boston, MA 02108-4720
from "losing ground" during the summer months.
PUCC stresses the importance of engaging commu-
(617) 426-8288
nity members in the allocation of resources to out-
Improve reading skills while making reading mean-
of-school time programs. Their input is invaluable.
ingful and fun.
Partnership: Many of the after-school programs that
Encourage and support community service.
the ACT members work in have established partner-
ships with other community organizations and busi-
Encourage children to develop positive relation-
nesses. ACT members facilitate connections of indi-
ships with college student mentors.
vidual programs to community organizations as well
as policymakers and other advocacy groups.
Long-Term Goals and Objectives:
Promote school success of children living in rural
Funding: The many funding sources of PUCC
and low-income West Virginia communities.
enable the organization to manage the ACT pro-
gram as part of their regular work. PUCC is par-
Results:
tially funded by the MOST initiative, while out-of-
Energy Express engaged 326 AmeriCorps members
school programs in which ACT members work
and served more than 2,500 youth in fifty-five
have their own funding sources.
sites during the summer of 1997.
Advice from the ACT Project Coordinator:
Based on pre- and post-test measures, Energy
Supervision of service members is important.
Express youth have shown significant increases in
15
Service as a Strategy in Out-of-School Time: A How-To Manual
reading comprehension and word identification
Why It Works:
organizations and businesses. Community partners
after participating in the summer program.
Service Members/Volunteers: Each AmeriCorps
donate money and in-kind supplies, including
member has his or her own group of five to eight
staff trainings, newspapers, and library resources.
In 1997, a survey of AmeriCorps members showed
youth for three and a half hours per day for six
The program director says the synergy of all the
that members made large gains in feelings of per-
weeks. Children develop positive relationships
Energy Express partners is one of the things that
sonal efficacy and dedication to community service.
with trusted adults. The AmeriCorps members are
makes the program work.
Energy Express is also changing parents' percep-
at Energy Express six hours per day. In addition to
Funding: Energy Express had a budget of over $2
tions of their children. Before their children's
working with the children, they make home visits,
million in 1997. The program receives funding from
participation in Energy Express, many parents had
call parents, and do additional community service
many diverse local, state, and federal sources. The
lost hope and felt that their children had "fallen
projects.
program director says the great partnerships at
through the cracks" at school. Energy Express
Energy Express encourages community input into
the state and local levels enable Energy Express to
gives children the individual attention they need,
its program. They have many parent and commu-
succeed. In addition, diversified funding strength-
and parents see their children as learners.
nity volunteers, including high school and junior
ens the program and builds ownership.
In order for a school to be eligible for an Energy
high students. In partnership with the Foster
There is a lot of collaboration at the local level
Express program, more than 50 percent of the chil-
Grandparent Program, senior citizens volunteer at
with city and county boards of education, commu-
dren at that school must be eligible to receive free
Energy Express. In 1996, Energy Express had an
nity action groups, businesses, and social welfare
or reduced-price school lunches. The schools select
average of 400 hours of volunteering at each site
agencies. About 30 percent of Energy Express'
children most in need of Energy Express program-
over a six-week period. The project director feels
total costs were funded by local sources in 1997.
ming, and they attend free of charge. Selection is
that when people join Energy Express, they are
The program also receives funding from the
based on low reading scores, special needs, and
committed to making a difference in the lives of
state-West Virginia University, the Department of
other high-risk factors.
West Virginia youth.
Education, the Department of Education and the
At Energy Express, the children spend time reading
Evaluation: Energy Express designed an intensive
Arts, the Department of Health and Human
aloud, silently, and one-on-one with their group
evaluation system using both qualitative and quan-
Resources, the Bureau of Employment Programs
leader. Acting stories out and doing art and nutrition
titative measures with assistance from professors
and others. Six colleges provide work-study fund-
activities associated with books helps reading
at West Virginia University. Graduate students and
ing to support the AmeriCorps members.
become more meaningful for them. Energy Express
other professionals complete case studies of the
encourages children to start their own book collec-
program by visiting the program and interviewing
Advice from the Energy Express Director:
tions by giving each child one book a week to keep.
participants and staff. The central staff of Energy
A strong and tested model is important, but a pro-
The children and staff have family-style breakfasts
Express visits every site, and weekly site assess-
gram must be open to change and committed to
and lunches focusing on nutrition education. The
ments are done to monitor goals.
continuous improvement.
AmeriCorps members serve as adult models for try-
Partnership: Energy Express is housed in the
A strong evaluation system makes a program work
ing new foods, sharing, and healthy eating.
schools and has good partnerships with local
and provides evidence of the impact of the program.
16
Service as a Strategy In Out-of-School Time: A How-To Manual
Having lots of partners and community members
AMERICORPS SCHOOL'S OUT KIDS CLUB OF
ball, hockey, and dance; and community service.
involved adds strength to the program and pro-
NEW YORK CITY
Recent projects included a neighborhood clean-up
vides leadership opportunities.
The School's Out Kids Club is an after-school pro-
and a History of Harlem Program in which children
gram for second- to fourth-graders housed in twelve
interviewed older members of the neighborhood
Multiple funding sources is preferable to relying
schools in Manhattan, Harlem, and the Bronx, with
about the history of the community and created a
on one single source of funding.
six AmeriCorps members per site. The partnership
book that was donated to the local library.
Include funding for transportation, particularly in
with AmeriCorps began in 1995. The School's Out Kids
Club is part of the School Success Program-a com-
The School's Out Kids Club has been very successful
a summer program.
prehensive program that focuses on youth in low-
in recruiting community volunteers to assist the
income communities, helping students achieve
staff, including parents. About ten parents contribute
For more information, contact:
an hour of their time each week to tutor and coach
Dr. Ruthellen Phillips, Director
school success with an emphasis on literacy. All chil-
Energy Express West Virginia
dren in the program live in urban New York City,
in the after-school program. Community members
704 Knapp Hall
most are African American or Latino, and the majori-
also volunteer for special events. In addition, older
P.O. Box 6031
ty come from families with incomes below the
youth who have graduated from the School's Out
Morgantown, WV 26506-6031
national poverty line. The after-school programs
Kids Club often return to donate their time to help
incorporate academic and physical activities and
children with homework or sports.
(304) 293-2694
community service.
Each site has a monthly newsletter that informs par-
ents about the activities their children participate in
Immediate Goals and Objectives:
and encourages parents to become more involved.
Improve the academic achievement of the youth
The newsletter also recognizes children's achieve-
in the School's Out Kids Club.
ments in the program.
Increase the physical fitness and health of the youth.
Why It Works:
Promote community service.
Service Members/Volunteers: The AmeriCorps
members are at the children's schools throughout
Long-Term Goals and Objectives:
the entire day as assistants to teachers and con-
Increase parent involvement, especially among
tinue to work with the same children in the after-
men.
school programs, building strong relationships
with the children. The project director of the
Results:
School's Out Kids Club says the impact of the
Currently fifty to sixty children attend after-school
AmeriCorps members is immeasurable. The suc-
programs at each site. The children participate in
cess centers around the mentorship role played
academic activities including homework assistance,
by the members.
tutoring, and chess; physical activities like basket-
17
Service as a Strategy In Out-of-School Time: A How-To Manual
Evaluation: The School's Out Kids Club regularly
Advice from the School Success Program's Project
CITY YEAR BOSTON LEFTY PROGRAM
monitors and evaluates progress toward its goals.
Director:
Begun in 1996, LEFTY (Learning Environments For
A parent committee provides continuous feedback
The cooperation of schools and principals ensures
Today's Youth) is an out-of-school time program for
and completes biannual program evaluations on
the success of the program.
middle-school students facilitated by City Year
the program. In addition, local school principals,
AmeriCorps members. The program runs from 6:00
Receptiveness of the schools is key.
teachers, and AmeriCorps members complete
p.m. to 8:00 p.m. on weekdays and is housed in the
internal evaluations. The program is also required
It is important to have a general understanding of
YMCA in Roxbury, Boston. Most of the sixth- to
by AmeriCorps to present quantitative results on
national service.
eighth-grade students are African Americans from
its goals of increasing math and reading test
low-income and lower-middle-class families. The City
scores and improving physical fitness. So far, the
It is crucial for children to have positive adult
Year members, age seventeen to twenty-four, work
program has consistently met these goals.
role models.
with LEFTY youth on developing communication
skills and learning to live in a pro-active fashion.
Partnership: Schools in the community have been
For more information, contact:
Programming includes conflict resolution, violence
very receptive to the School's Out Kids Club. The
Julie Arce-Morales, AmeriCorps Project Director
prevention, educational sports, and creative expres-
schools benefit from having the AmeriCorps mem-
Vanderbilt YMCA
sion through arts awareness.
bers in the classrooms as assistants to the teach-
224 East 47th Street
ers. Schools have expressed a desire to have more
New York, NY 10017
Immediate Goals and Objectives:
AmeriCorps members working in the program.
(212) 756-9600
Reach middle school youth previously untouched
Funding: The School's Out Kids Club receives
by City Year and the Roxbury YMCA and introduce
funding to incorporate AmeriCorps members into
them to both organizations in the partnership form.
their after-school programs. The grant is matched
Provide a safe space where middle-school-age
with donations from local and national organiza-
youth can feel ownership and pride.
tions, both public and private. The School Success
Program was also able to secure donations from
Educate LEFTY youth through fun and innovative
national sports teams. The program's activities
programming, allowing the youth options they
include a Junior Knicks Team and NHL Street
may not have in school.
Rangers. The New York Knicks recently donated
tickets for children on the after-school Junior
Teach LEFTY youth how to think, communicate,
Knicks Team to attend a basketball game at
and produce in a creative, positive, and self-
Madison Square Garden.
empowering manner.
Engage surrounding community organizations,
parents, and local businesses through LEFTY
events so that as many people as possible can
become involved in out-of-school programming.
18
Service as a Strategy In Out-of-School Time: A How-To Manual
Long-Term Goals and Objectives:
ship that they aspire to finish school and become
and one-third by corporate sponsorship. There is
Produce a solid foundation for the LEFTY program
City Year AmeriCorps members.
also a five-dollar registration fee per participant,
in order to replicate across the City Year network
which is designed primarily to give the youth a
in Boston. (In 1997-98, the program will expand to
Why It Works:
sense of ownership.
three locations in the Boston area.)
Service Members/Volunteers: The combination of
dedicated City Year AmeriCorps members and cre-
Advice from LEFTY's Program Leader:
Provide more LEFTY youth with leadership oppor-
ative programming make LEFTY a popular program
Do as much research as possible before starting
tunities.
for middle school youth in inner-city Boston. To
an after-school program.
Teach the youth more about real-life issues
help the youth remain connected and involved,
Constant evaluation is very important.
through leadership experiences.
AmeriCorps members contact youth by phone on
a daily basis.
Accessing volunteer opportunities is key.
Create a partnership between City Year teams and
students where students run parts of programs
Evaluation: LEFTY's inception began with a needs
Actively pursue people for resources. Be clear
and service members provide support through
assessment of the community. Results of the
about goals of the program, what is needed, and
guidance and supervision.
assessment shaped the design of the program.
the benefits of volunteerism.
With input from staff and youth, LEFTY continues
Young people are the resource, not the client.
Results:
to provide a safe, fun, and educational place for
In the first year of operation, approximately sev-
middle school students in the evenings. Regular
internal evaluations take place to update the
For more information, contact:
enty youth attended LEFTY's out-of-school pro-
after-school curriculum.
Alexandra Moore, Project Leader
gram.
City Year
Many presenters and outside instructors from the
Partnership: LEFTY is very resourceful in design-
285 Columbus Avenue
area have come to LEFTY and volunteered their
ing programming and in recruiting organizations
Boston, MA 02116
services and time.
and people to donate money, time, and supplies.
(617) 927-2500
Space for LEFTY is provided by the YMCA and the
Parents often visit the program and have become
programming is financially sponsored by the
more involved.
Massachusetts Bay Transportation Authority.
Teachers have also been very supportive of City
New and innovative programming has been devel-
Year and have promoted the program in their
oped to meet the needs of the youth.
schools. LEFTY is hoping to increase support from
The project leader says the best thing about LEFTY
schools and form collaborations with other com-
is the relationships the youth develop with the
munity organizations during the next year.
AmeriCorps members.
Funding: One-third of City Year Boston is funded
Some youth have been so inspired by the mentor-
by AmeriCorps, one-third by private donations,
19
Service as a Strategy In Out-of-School Time: A How-To Manual
WEST PHILADELPHIA IMPROVEMENT CORPS-TURNER
Results:
often return during the school year to work in the
MIDDLE SCHOOL
Approximately 100 students are enrolled in
school's before- and after-school programs.
Since 1990, the West Philadelphia Improvement Corps
Turner's summer program each year.
(WEPIC) has sponsored a summer program at Turner
Evaluation: Evaluation occurs throughout the pro-
Middle School in Philadelphia for sixth- to eighth-grade
Turner Middle School began as the pilot site for
gram. Service members keep journals and the
youth. As part of a twelve-week summer service-learn-
WEPIC programming in Philadelphia. There are
program gets feedback from teachers.
now thirteen WEPIC schools.
ing course at the University of Pennsylvania, college
Partnership: The partnership between the
students spend five weeks interning at the program.
Youth who come to the summer program before
Philadelphia school district, the University of
Turner Middle School's program receives funding from
entering sixth grade are more prepared to handle
Pennsylvania, and WEPIC is key to the successful
Learn and Serve America, and the college student
the transition to middle school and are more
program. In order to reach the program goals,
interns are partially funded through AmeriCorps. The
comfortable at school during the year.
WEPIC, Turner Middle School, and the University
program engages middle school students in hands-on
of Pennsylvania have remained committed to the
learning through curriculums in environmental studies,
General school attendance is higher at Turner
neighborhood for the past eleven years and
health, journalism, conflict resolution, and technologi-
Middle School than at any other school in the city
understand that longevity and partnership-build-
cal competence. Most of the participants in the pro-
for both students and teachers.
ing are crucial to their success. Turner Middle
gram come from urban African-American families
The level of violence and the number of serious
School is kept open for the summer program, and
whose incomes are at or below poverty.
incidents, including suspensions, in schools with
public school staff are supported through the
WEPIC programs has decreased significantly.
school district. University of Pennsylvania pro-
Goals and Objectives:
vides housing for summer interns and AmeriCorps
Engage students in real-world problemsolving.
Students in the summer program are more likely
members, stipends, salary for coordinators, and
to become leaders in service-learning activities.
course credit for interns.
Make education part of community improvement.
Improve nutrition and health education within the
Why It Works:
Funding: A Learn and Serve America grant pro-
community.
Service Members/Volunteers: The college students
vides funds for Turner Middle School and other
interning at Turner Middle School are extremely
Philadelphia public schools for resources and
Increase middle school students' literacy skills.
diverse and come from many racial and economic
materials on service-learning. Some of the college
backgrounds. Some students are part-time
students are part-time AmeriCorps members,
Revitalize the schools and communities based on
AmeriCorps members as Pennsylvania Service
while others receive funding from the Scott Paper
their own efforts.
Scholars. Public school teachers are an integral
Company Foundation and other endowments. The
Change the learning patterns by using hands-on
part of the Turner Middle School summer program,
WEPIC summer internship program began with a
experience of both the children served and the
where they are able to develop and test service-
grant from the UPS Foundation. Other supporters
University of Pennsylvania students.
learning curriculums. The college students help
include the Pennsylvania Department of Labor
develop the curriculum and serve as teachers and
and Industry, the Pennsylvania Department of
mentors. They are dedicated to the program and
Education, the Corporation for National Service,
20
Service as a Strategy in Out-of-School Time: A How-To Manual
the Ford Foundation, the Kellogg Foundation, the
BROWN ELEMENTARY SCHOOL'S EDUCATIONAL
Build positive social and life skills to help youth
DeWitt Wallace-Reader's Digest Fund, and the U.S.
OUTREACH PROGRAM
achieve their goals.
Departments of Labor and Education. The
The Educational Outreach Program (EOP) at Brown
University of Pennsylvania has provided extensive
Elementary School in Denver, Colorado, is an after-
Long-Term Goals and Objectives:
in-kind support to the program.
school program that began in 1994, and first incorpo-
Add more activities, volunteers, and youth.
rated AmeriCorps Civilian Community Corps
Advice from Turner Middle School's Program
(NCCC) members in 1996-97. EOP serves low-income
Increase parent involvement.
Liaison:
youth in kindergarten through fifth grade, most whom
Add adult education classes in English as a Second
Long-term commitment is crucial.
are homeless. The program's main purpose is to
Language and computer training.
increase the academic achievement of homeless youth
Maintain optimism!
while providing a safe and stable after-school envi-
Results:
Be able to share praise as well as responsibility.
ronment. The AmeriCorps* "NCCC members also help
Students who had consistently failed spelling tests
the EOP students in their classrooms during the day,
are now receiving "A"s. Their reading abilities
Match the priorities of your institution with the
providing individualized attention and instruction.
have improved entire grade levels, and weaker
priorities of your community.
students have caught up with their classmates.
Immediate Goals and Objectives:
Assess community needs.
Increase academic achievement of homeless
Sixty children attended EOP at Brown Elementary
Believe that children can be agents of change in
youth, particularly in reading and math.
in 1996-97, with a waiting list for others who want
their community.
to participate.
Help make homework completion a priority for
Maintain strategic and focused programs-recog-
after-school students.
EOP was able to increase the number of children
nize the limits.
served by 100 percent with AmeriCorps*NCCC
Provide more individualized attention to target
members' assistance.
students.
For more information, contact:
The AmeriCorps*NCCC members individually
Penny Gordon-Larsen, Liaison for Turner Middle
Promote classroom participation.
tutored Brown Elementary students 986 hours.
School
University of Pennsylvania
Assist teachers in classroom tutoring and supervi-
The program director says that children not only
sion.
Center for Community Partnerships
enjoy the program, but have benefited immensely
133 South 36th Street, Suite 519
Supplement teachers' curricula with innovative
in terms of academic improvement and growth.
Philadelphia, PA 19104-3246
classroom lessons and learning activities.
Teachers at Brown Elementary say many youth
(215) 898-4704
would not be doing their homework if it were not
Lend emotional support to needy children.
for the encouragement and assistance from the
after-school program staff.
Raise the self-esteem of the children through aca-
demic success.
21
Service as a Strategy In Out-of-School Time: A How-To Manual
Homework assistance is the primary focus of EOP,
Partnership: EOP's most important partners are
Training volunteers is a big task, but a necessity.
but youth also play board games (which teach fair
Brown Elementary and the Denver public schools.
play, how to lose well, and math and reading
The school district provides the project director
Organization is very important.
skills), participate in physical education class with
(a full-time teacher at Brown Elementary) and a
For more information, contact:
Denver Parks and Recreation, work on art pro-
paraprofessional. Brown Elementary provides the
jects, and go on field trips.
site for the after-school program. Businesses in
Kim Miceli, Project Director
the community support EOP through in-kind dona-
EOP, Brown Elementary School
Why It Works:
tions. The Denver Parks and Recreation
2550 Lowell Blvd.
Denver, CO 80211
Service Members/Volunteers AmeriCorps*NCCC
Department provides a certified physical educa-
(303) 477-1611
members are eighteen to twenty-four years old
tion instructor to play sports with the youth twice
and work in groups of twelve to thirteen for six
a week.
to nine weeks from 10:00 a.m. to 5:30 p.m. every
Funding: EOP does not have a budget or receive
day. The expansion of EOP into the school day
regular funding, but Brown Elementary provides
has had a significant effect on the children's acad-
many in-kind resources, and the remaining funds
emic performance. The members help with pro-
come from donations and grants. Local restau-
gramming in the after-school program and assist
rants and food banks donate snacks for the after-
with lesson planning in the classrooms. They are
school program. Currently a grant allows children
trained in the psychology of homelessness, atten-
who move out of the area to receive free bus
tion deficit hyperactivity disorder (ADHD), and
tokens so they can continue to attend Brown
other issues that affect the children in the pro-
Elementary and maintain stability in their lives.
gram. In addition, EOP has a grant to pay middle
This helps immensely with academic achievement
school youth volunteers ten dollars a week to
as well as social and emotional development.
help younger children with homework in Brown
Elementary's after-school program. EOP is also
Advice from Brown Elementary EOP's Program
helping middle school youth set up bank accounts
Leader:
to learn how to save their money.
Creating a program that children want to attend
Evaluation: EOP staff members are part of a com-
makes all the difference.
munity task force concerned with meeting the
Parent, teacher, and community support helps to
needs of homeless youth. The after-school pro-
make a program successful.
gram at Brown Elementary uses formal assess-
ments on a regular basis to evaluate the progress
It is important to establish and maintain commu-
of the students and Denver public schools.
nity contacts.
22
Service as a Strategy In Out-of-School Time: A How-To Manual
GRANDMA PLEASE-RSVP OF GREATER CLEVELAND
received from younger children who were home
Please program in Chicago, which provided impor-
Established in 1995, Grandma Please is an RSVP
alone.
tant technical assistance and guidance.
(Retired and Senior Volunteer Program) activity
Many youth trust their "Grandparent" as a reliable
Partnership: Grandma Please has been a successful
coordinated through the intergenerational resource
adult they can speak to in confidence.
collaboration with the Intergenerational Resource
center, an RSVP volunteer station in Greater
Center of Fairhill Center for the Aging-a respected
Cleveland. Senior volunteers speak via telephone
The RSVP executive director says the best thing
and well-known organization in the community.
with children who are alone at home during after-
about Grandma Please is that it meets a signifi-
Grandma Please received a grant from a Cleveland
school hours. Grandma Please serves fourth- to
cant community need, and volunteers are happy
phone company (Ameritech), which provided funds
sixth-grade students, mostly African Americans, from
to know they are making a difference in the lives
for the first three years, a central switchboard, a
twenty-two urban schools in Cleveland.
of these children.
volunteer switchboard operator, and a large initial
publicity campaign. The local schools also invited
Immediate Goals and Objectives:
Why It Works:
volunteers to come in, talk about the program, and
The main purpose of Grandma Please is to serve
Service Members/Volunteers: The unique nature
organize parent information meetings.
lonely children home alone who want someone to
of a phone program allows seniors who cannot
talk to about problems, concerns, and events that
leave their homes to contribute to their communi-
Funding: Ameritech continues to provide a switch-
happened during the day, and to help with home-
ty. Grandma Please gives seniors an opportunity
board and volunteer operator for the Grandma
work.
to remain productive, contributing members of
Please program. Grandma Please is a station of
their community while sharing their wisdom,
RSVP, 40 percent of which is funded as a Senior
Although the "Grandparents" are trained to deal
skills, and experience with younger generations-
Corps program by the Corporation for National
with crises, Grandma Please is not a crisis hotline.
and in the process, alleviate their own loneliness.
Service.
Volunteers are thoroughly screened and receive
Long-Term Goals and Objectives:
extensive training before becoming official
Advice from Grandma Please:
Grandma Please's goal is to expand the program
"Grandparents." The training is key to the success
Be aware of the potential effects of welfare
into the summers and into more schools in the
of the program. "Grandparents" learn how to ini-
reform on increasing numbers of children who
area.
tiate conversations with youth, improve their lis-
need programs like Grandma Please. Children
RSVP would like to recruit more volunteers of
tening skills, and deal with crises. A part-time
who once had a parent at home may now be
ethnic diversity, particularly African Americans.
social worker is on staff at the Intergenerational
home alone because their parents are working or
Resource Center in case a volunteer needs addi-
doing community service.
Results:
tional assistance.
Many older adults work well with children. Both
In 1996-97, eighteen volunteers received approxi-
Evaluation: Extensive research of the community
generations can benefit emotionally and socially
mately 2,700 calls from children home alone.
and publicity for the program were done before
from the relationship.
Although it is unlawful in Ohio to leave children
Grandma Please set up its phone lines. The pro-
Extensive research is important before starting a
under fourth grade alone at home, calls were
gram was modeled after a successful Grandma
program to understand the needs of the commu-
23
Service as a Strategy in Out-of-School Time: A How-To Manual
nity and how best to reach them.
AMERICORPS VISTA AND BOYS AND GIRLS CLUB OF
munity programs, including adult GED classes,
SANTA FE
parent classes, community college extension
For more information, contact:
The Boys and Girls Club provides out-of-school pro-
classes, and mentoring.
Margaret McCarthy, Executive Director
gramming for children and youth ages six to seventeen
after school and in the summer. Programming takes
Encourage adult community service.
RSVP of Greater Cleveland
2611 Church Avenue
place in a central facility in Santa Fe and five satellite
Build a bigger central facility in Santa Fe.
Cleveland, OH 44113
sites in suburban and rural areas outside the city. The
(216) 566-9192
children served are of all backgrounds, though a high
Create and implement a more extensive evalua-
percentage are Hispanic or Native American youth or
tion system incorporating parents, youth, and
from single-parent homes. Programming is often free
community members.
or very inexpensive and includes arts and crafts class-
es, athletics (including a basketball court and swim-
Results:
ming pool), karate classes, two libraries (one for
The central facility in Santa Fe serves 500 to 600
younger children and one for teens), computers, and
youth per day during the summer and 250 to 300
field trips. In a partnership that began in 1993, the
youth every day in the after-school program. Each
Boys and Girls Club of Santa Fe and AmeriCorps 'VISTA
satellite facility serves approximately 100 to 150
members work to improve services for families and
each day in the summer and 100 in the after-
children in Santa Fe and surrounding areas. The
school programs.
AmeriCorps*VISTA members helped create new parent
The crime rate in county housing areas where the
and family programs to expand the Boys and Girls Club
Boys and Girls Club satellites have been estab-
into a community center.
lished has dropped by 50 percent.
Immediate Goals and Objectives:
The Boys and Girls Club has a scholarship pro-
Maintain a positive place for youth to go during
gram that sent thirteen students to college in
out-of-school time.
1997. Six Boys and Girls Club scholarship award
recipients have graduated from college and are
Give youth opportunities for positive behavior
now working for the Boys and Girls Club or other
and life skills to be productive in the community.
agencies in the Santa Fe area.
Continue to attract and keep teenagers involved
The director of the Boys and Girls Club says the
in the program.
program works because it serves and tailors
programming to youth who need help and
Long-Term Goals and Objectives:
attention.
Expand the Boys and Girls Club-especially in the
satellite centers-to include more family and com-
24
Service as A Strategy In Out-of-School Time: A How-To Manual
Why It Works:
and Girls Club also provides meals for other
PlusTime NEW HAMPSHIRE
Service Members/Volunteers: The four
youth programs in the area, serving 2,000 to
PlusTime NH was formed in 1990 to help communities
AmeriCorps*VISTA members at the central facility
3,000 meals per day. A school provides its cafete-
build coalitions to start school-age child care programs
in Sante Fe spend the majority of their time
ria and kitchen for free.
and support existing programs. In September 1997, the
expanding the Boys and Girls Club into a commu-
PlusTime NH program incorporated the Corporation
Funding: The budget of Boys and Girls Club has
nity center. Service members focus on the logis-
for National Service's AmeriCorps, VISTA, RSVP, and
increased every year, and in 1997-98 it topped at
tics of setting up and finding staff and partici-
Learn and Serve America programs with PlusTime NH
$1 million. The majority of funding is federal, from
pants for GED and parent classes. They also
to enhance a statewide organization that directly
the Office of Juvenile Justice and Delinquency
recruit community volunteers for service in the
serves almost 2,000 first- through eighth-grade low-
Prevention and the remainder is from state, coun-
Boys and Girls Club and in the neighborhood. The
income youth in after-school programs. The program's
ty, and city governments and private grants.
program director says that the Boys and Girls Club
focus is on conflict resolution, environmental educa-
Members who come to the Boys and Girls Club
would never be able to run the community pro-
tion, and establishment of new after-school programs.
pay according to a sliding fee scale-the lowest-
grams without the AmeriCorps*VIST/ members.
income families pay $30 per week. However, the
The Boys and Girls Club now requires that parents
Goals and Objectives:
program never turns anyone away for not being
give four hours of community service per month
able to afford the fee.
Encourage and support development of accessi-
to allow their child(ren) to attend the programs at
ble, affordable, and enjoyable programs for
the Club.
Advice from the Boys and Girls Club Director:
school-age youth throughout New Hampshire.
Evaluation: AmeriCorps*VISTA members complete
Running a program like the Boys and Girls Club
Increase the capacity and/or number of after-
ongoing membership needs assessments in the com-
takes a lot of time and dedication.
school programs. A significant number of children
munity. They also have weekly meetings with staff
Community involvement is essential.
throughout the United States have been identified
and write quarterly reports. At the end of their ser-
as having no access to licensed after-school pro-
vice, they administer an extensive evaluation. The
People in the community are the best resources
grams. The project will provide the needed tech-
Boys and Girls Club is working on a more advanced
for assessing community needs.
nical assistance to allow communities to open
system of evaluation to document progress toward
successful programs for youth.
goals as well as future needs.
For more information, contact:
Al Padilla, Executive Director
Improve the quality of care in day care settings.
Partnership: The Boys and Girls Club has an excel-
Boys and Girls Club of Santa Fe
Based on three areas of concern (space, human
lent relationship with the schools. Occasionally,
P.O. Box 2403
relationships, and use of time), many programs
when schools have discipline problems, they ask
730 Alto Street
are determined to be inadequate. This project will
the Boys and Girls Club to come in to present
Santa Fe, NM 87504
address these quality indicators, mobilizing a vol-
conflict management and other programming.
(505) 983-6632
unteer network trained to implement research-
When the Boys and Girls Club had to relocate dur-
based curriculum.
ing renovation of the facility, the public school
welcomed the program into the schools. The Boys
Prevent morbidity and mortality due to vehicular
25
Service as a Strategy in Out-of-Scl
-
A
To M
accidents, suicide, and violence. The project will
Why It Works:
For more information, contact:
start after-school programs for youth and focus on
Service Members/Volunteers: The service mem-
Cynthia Billings, Director
conflict resolution curriculums as an alternative to
bers for the PlusTime NH program will be Learn
PlusTime NH
such behaviors.
and Serve America students, AmeriCorps mem-
160 Dover Road, Suite I
bers, AmeriCorps*VIS members, and RSVP
Chinchester, NH 03234
Decrease the use of alcohol, tobacco, and other
(Retired and Senior Volunteer Program) volun-
Phone: (603) 798-5850
drugs among children and youth. The project will
teers. About 400 people are being recruited to
Fax: (603) 798-5861
introduce anti-tobacco curriculum, posters, hand-
serve in the PlusTime NH program.
[email protected]
outs, etc., through a volunteer network. The use
of alcohol and drugs will be addressed through
Evaluation: Needs assessments are distributed
prevention programs focusing on areas such as
throughout the communities where new PlusTime
general life skills, goal-setting, decisionmaking,
NH programs are to be implemented. Formal eval-
and friendship-making.
uations on each piece of the project and curricu-
lum are planned.
Decrease teenage pregnancy. Additional programs
will be created as alternatives to unsupervised
Partnership: PlusTime NH's Advisory Board
afternoons.
includes many prominent citizens of New
Hampshire, including the State Commissioner of
Establish community coalitions to improve ser-
Education. The schools in New Hampshire have a
vices to youth. The project will facilitate the com-
long-standing, strong relationship with the organi-
munication between various community organiza-
zation, as do businesses, organizations, and edu-
tions such as schools, child care providers, cultur-
cators. PlusTime works with the University of New
al institutions, libraries, churches, and recreation
Hampshire Cooperative Extension, State Parks and
departments, thereby expanding and improving
Recreation, YMCA, YWCA, Department of
after-school programs for youth.
Education, Department of Health and Human
Services, and Boys and Girls Clubs.
The Results:
PlusTime NH is the first collaboration of its kind in
Funding: PlusTime NH's budget for the first year is
the nation. The program will serve 1,000 to 2,000
$250,000 and comes from a state health care
youth in thirty to forty new programs, and impact
grant, federal sources, foundations, and the
another 3,000 to 5,000 youth with its curriculum.
Bureau of Substance Abuse.
The early success of PlusTime NH is due to partner-
ships it has already created with schools, businesses,
Advice from PlusTime NH Program Director:
and other organizations throughout the state.
Collaboration and diversity are key.
26
Service as a Strategy In Out-of-School Time: A How-To Manual
Chapter 5
S
ervice to the community is a lifelong obligation of
edge, and abilities to projects that meet community
citizenship. It is an ethic that is learned early in
needs. Educators facilitate learning by creating oppor-
SERVICE-
life and spans the educational, employment, and
tunities for students to understand and analyze their
social institutions that form the basic building blocks
service experiences in the context of their coursework.
LEARNING
of American society. Teaching and learning through
Often, service projects are integrated into all facets of
service are fundamental to the educational process
the school curriculum. Service-learning facilitates the
ACTIVITIES
and the development of good citizens. Integrating
linkage of theoretical and practical knowledge in
service-learning into the curriculum of schools and
order to improve both schooling and communities.
FOR
out-of-school time programs can strengthen commu-
In other service-learning programs, youth work
nities, enrich the lives of individuals who perform
CHILDREN
through local organizations to design and implement
service, and help solve the nation's most critical
community service projects. Community-based pro-
problems.
AND
grams offer youth the opportunity to learn by doing.
WHAT IS SERVICE-LEARNING?
By playing a significant role in planning and develop-
YOUTH IN
ing their service projects, youth gain practical skills,
Service-learning is a method by which students
self-esteem, and a sense of civic responsibility as
improve academic learning and develop personal
OUT-OF-
they work to support important community activities.
skills through structured service projects that meet
community needs. Service-learning builds upon stu-
SCHOOL
SERVICE-LEARNING BENEFITS OUT-OF-SCHOOL
dents' service activities by providing them with the
TIME PROGRAMS IN TWO PRIMARY WAYS
opportunity to learn by preparing, leading, and
TIME
Out-of-school time programs can build their
reflecting upon their service experiences. For an
capacity to meet community needs by utilizing
activity to be considered service-learning, it must be
students from schools and colleges who are
organized, meet real community needs, have carefully
engaged in service-learning projects. Graduate
stated learning objectives, and provide for reflection.
This chapter defines service-learning
and undergraduate students in over 1,000 colleges
Additionally, service-learning projects in schools and
and universities are involved in service-learning
colleges should be integrated into the school curricu-
and examines ways that service-learning
programs. Many high school students are also
lum and be coordinated with the community.
engaged in service-learning projects. These stu-
can contribute to out-of-school time
dents have time and skills that may be available
SERVICE-LEARNING TAKES PLACE IN SCHOOL
to out-of-school time programs. Programs who
activities.
AND IN OUT-OF-SCHOOL TIME
want to identify these students can contact their
In service-learning programs based in schools and col-
local college or university community service or
leges, service-learning is integrated directly into the
service-learning office. That office may be search-
academic curriculum. Students in kindergarten through
ing for programs to create partnerships with.
graduate school apply their academic skills, knowl-
27
Service as a Strategy In Out-of-School Time: A How-To Manual
Out-of-school time programs may develop service-
b) la method] that is integrated into the students'
skills in a real way. This process helps to
learning projects with others in the community.
academic curriculum or provides structured time for
strengthen young people's own skills and helps
Service-learning builds both academic and social
students to think, talk, or write about what they did
them to better meet community needs. Service-
skills in young people while helping to meet local
and saw during the actual service activity.
learning can be an effective strategy in linking
community needs.
By painting a mural at a local senior center,
out-of-school time programs with the school-day
tutoring other young people, or cleaning up a
curriculum. Young people learning geometry, for
The Alliance for Service-Learning in Education
river, youth make their communities better places
example, can be encouraged to use those skills by
Reform (ASLER), a group composed of service-learn-
to live. It is also important for young people to
making wreaths for senior citizens or by building
ing practitioners and advocates from programs
think about what they are doing once they get
step-stools for a preschool center.
across the nation, has defined and described effec-
involved. Critical reflection on service activities
tive service-learning projects in schools, applicable
helps young people see how service connects
d) la method] that enhances what is taught in school
to out-of-school time as well:
them to their neighbors and community and how
by extending student learning beyond the classroom
they can become engaged in community and pub-
and into the community and helps to foster the
a) la method] under which students learn and devel-
lic life. Structured reflection offers the opportuni-
development of a sense of caring for others.
op through active participation in thoughtfully orga-
ty to review the service completed, discuss prob-
Central to effective service-learning programs is a
nized service experiences that meet actual communi-
lems and obstacles, plan the next phase of a pro-
theme of caring. Service-learning programs help stu-
ty needs and that are coordinated in collaboration
ject, and reward a task well done. It also allows
dents develop a sense of caring for others by teach-
with the school and community.
young people to think about the larger scope of
ing them about concepts of concern, empathy, and
Meaningful service-learning projects demand
their activity-how decisions are made, how diffi-
the benefits of service. Above all, effective service-
thoughtful and collaborative planning. All of the
culties are overcome, and the creative ways they
learning programs exemplify caring and the develop-
partners in a project should design and organize
work together to complete the project. Reflection
ment of mutually beneficial relationships between
service-learning projects that engage young peo-
helps to give young people the skills and informa-
young people and others in the community.
ple in active, hands-on experiences that improve
tion they need to get things done for a lifetime.
the community and are relevant to the young peo-
The Corporation for National Service promotes ser-
ple's lives and developmental needs. An excellent
c) la method] that provides students with opportuni-
vice-learning through each of its programs-
initial step is to conduct a community inventory
ties to use newly acquired skills and knowledge in
AmeriCorps, the National Senior Service Corps, and
that identifies the needs and assets of the neigh-
Learn and Serve America. Learn and Serve America
real-life situations in their own communities.
borhood. This inventory can drive the creation of
Effective service-learning programs provide struc-
takes as its essential mission the promotion and sup-
service-learning projects and can help identify
port of service-learning in schools, institutions of
tured opportunities for young people to link theo-
appropriate partners for the project. In addition,
ry with practice-to tie concepts they have
higher education, and community-based organiza-
this planning phase allows for a thoughtful inte-
tions. Learn and Serve America provides funds and
learned to the solution of real-world problems. As
gration of the program's existing priorities with
training and technical assistance resources to
students learn new skills-reading, addition,
the priorities identified in and by the community.
methods of scientific inquiry-service-learning
schools, colleges, and community organizations that
projects give them the opportunity to apply these
create new service-learning programs, replicate
28
Service as a Strategy in Out-of-School Time: A How-To Manual
existing service-learning programs, or provide train-
preserve native plants;
officials to determine those needs-and then to work
ing and development of staff, faculty, students, and
with them to determine how to address those needs
design neighborhood playgrounds;
community partners. Specific programs address local
together.
needs in at least one of the following areas-educa-
teach younger children to read;
Another key is to engage young people in the
tion, public safety, the environment, and other
teach conflict resolution skills to others;
process of critical thinking and problemsolving that
human needs. Learn and Serve America provides
accompanies the creation and maintenance of a
opportunities for more than a million young people,
provide peer education on AIDS;
complex initiative. While an eleven-year-old may not
and their teachers and other adult partners, to con-
be ready to understand all of the problems that
nect meaningful community service experiences with
test local water quality;
cause high levels of illiteracy in his or her neighbor-
academic learning, personal growth, and civic
create wheelchair-accessible ramps to their
hood, he or she can understand that first-graders are
responsibility.
schools;
having trouble learning to read and help to devise a
solution to that problem. Then the young person can
SERVICE-LEARNING WORKS
install smoke detectors;
act to solve the problem. The eleven-year-old can
A 1997 study by Brandeis University and Abt
Associates shows that students who participate in
prepare food for the homeless;
become a peer tutor by creating books, taking
younger children to the library, reading to and with
effective service-learning programs:
develop urban community gardens;
younger children, and writing with younger children.
improve their academic grades;
construct community murals;
For more information about service-learning and
are more committed to service;
start school and neighborhood recycling programs;
Learn and Serve America, contact:
are more aware of community needs;
and
Learn and Serve America
Corporation for National Service
are more socially responsible;
much more.
[201 New York Avenue, N.W.
are more accepting of cultural diversity;
One key to good service-learning programs is the
Washington, D.C. 20525
creation and development of long-term relationships
(202) 606-5000
are more positive about their school experience;
among the partners in the project. Great service can
www.learnandserve.org
and
be provided when the partners in the project are
able to communicate well and trust one another. If a
are more likely to want to attend four-year
senior citizens' home is uncomfortable with neigh-
colleges.
borhood youth-perhaps because of a prior experi-
ence or ethnic prejudice-steps need to be taken to
IDEAS FOR SERVICE-LEARNING PROJECTS
strengthen the bonds between youth and seniors.
The possibilities for service-learning activities are
What is important is to determine what the commu-
endless. During school and in out-of-school time,
nity needs by working with community residents and
young people in service-learning programs:
29
Service as a Strategy In Out-of-School Time: A How-To Manual
APPENDIXES
A. National Service Programs and Application
Requirements
B. National Service State Offices
C. State Commissions on National and Community
Service
D. State Education Agencies
E. School-Age Care Information and Resource
Sharing Via the Internet
F. Other Out-Of-School Time Resources
G. Research and Statistics on Out-of-School Time
30
Service as a-Strategy in Out-of-School Time: A How-To Manual
Appendix A
T
he Corporation for National Service, created by
the National and Community Service Trust Act of
NATIONAL
1993, engages Americans of all ages and backgrounds
in service to their communities. Through its main
SERVICE
three programs-AmeriCorps, Learn and Serve
America, and the National Senior Service Corps-the
PROGRAMS
Corporation provides a broad range of opportunities
for Americans to serve our communities and our
AND
nation. The efforts supported by the Corporation
address the nation's challenges in the areas of edu-
APPLICATION
cation, public safety, human needs, and the environ-
ment-with a strong emphasis on achieving direct
REQUIREMENTS
and demonstrable results.
The Corporation for National Service combines the
best aspects of local control with national support. The
Corporation operates with a bipartisan board of direc-
tors and an entrepreneurial management team and
workforce. Programs are selected through a highly
competitive process and are held to rigorous quality
standards designed to measure impact. The
Corporation's programs are public-private partnerships
with national and community-based organizations.
Corporation for National Service
1201 New York Avenue, N.W.
Washington, DC 20525
www.nationalservice.org
31
Service as a Strategy In Out-of-School Time: A How-To Manual
APPLICATION REQUIREMENTS
National Service Program Area
Grant Opportunities
STATE
Funds local and state programs that directly address education, public safety, environmental, and other human needs
at the community level. Service activities should reflect a well-developed strategy that is unified programmatically by a
mission, theme, and program elements, including training and technical assistance. State Commissions grant Formula
and Competitive funding to local and state organizations and agencies. Formula funds are competed for at state level.
Competitive funds are competed for at the state level follow by a national competition.
NATIONAL DIRECT
Funds national nonprofits, multi-state initiatives, and professional corps to directly operate programs, replicate suc-
cessful models, or provide subgrants to local chapters for programming in four areas education, environment, public
safety and other human needs. All activities should reflect a well-developed national strategy that is unified program-
matically by a mission, theme, and program elements, including training and technical assistance. Funding is available
through national competition for service activities in two or more states.
AMERICORPS
EDUCATION AWARDS
Through a simplified application process, national, state and local organizations can apply for educational awards for
their service participants. Education Awards are available through either statewide or national competitions to support
community service within organizations that can largely or entirely cover the cost of service programs without addi-
tional Corporation support.
VISTA
Funding is available through the State Corporation Offices for projects in low-income communities that help people
improve their lives through education, literacy programs, employment training, economic development, housing assis-
tance, health, and public safety. Activities should focus on building organizational and community capacity and mobi-
lizing local resources needed to sustain projects long after the grants end.
NCCC
One or more teams of AmeriCorps "NCCC members led by a team leader are available to help organizations with pro-
jects in four areas-environment, education, public safety, and other human needs.
RSVP
Project grants through statewide competitions.
NATIONAL SENIOR
SENIOR COMPANIONS
Project grants through statewide competitions.
SERVICE CORPS
FOSTER GRANDPARENTS
Project grants through statewide competitions.
Project grants through statewide competitions.
K-12
LEARN & SERVE
AMERICA
HIGHER EDUCATION
Project grants through statewide competitions.
32
Service as a Strategy in Out-of-School Time: A How-To Manual
Eligible Applicants
Application Deadline
Range of Awards &
Match Requirements
Administering
Total FY96 Budget
Agency/Contact
States, District of Columbia,
Application deadlines are established
Approximately $11,000 per full-
Applicants must provide a cash
State Commissions.
Puerto Rico, nonprofit organi-
by the state commissions. Generally,
time member and education
match of 15 percent of members'
zations, and professional corps.
state commission deadlines are
award. Average cost per mem-
living allowances and cash or in-
between January and February.
ber cannot exceed $11,250.
kind of 33 percent of the over all
operating costs.
Multi-state organizations,
Application deadline is April 15, 1998.
Approximately $11,000 per full-
Applicants must provide a cash
Corporation for National
national nonprofits, and tribes
time member and education
match of 15 percent of members'
Service.
and territories.
award. Average cost per mem-
living allowances and cash or in-
ber cannot exceed $11,250.
kind of 33 percent of the over all
operating costs.
State or local government
Application deadlines will be set at
Approximately $500 per full-
All program support costs (except
State Commissions (for
agencies, nonprofit organiza-
the state and national level by State
time equivalent and education
$500 per full-time equivalent)
state level submissions)
tions, and institutions of high-
Commissions and the Corporation for
award.
and all member stipends.
and Corporation for
er education.
National Service respectively.
National Service (for
national competition).
Federal, state or local govern-
Organizations may apply for funding
N/A (Total FY96 est.$41,235,000,
No match requirements.
Corporation for National
ment agencies and private
year-round based on the availability
plus $5,024,000 for Literacy
Service
nonprofit organizations.
of funding.
Corps activities)
Federal, state or local govern-
Organizations may apply year round
N/A
Organizations are expected to
Corporation for National
ment agencies and private
based on the availability of teams.
cover the cost associated with or
Service and its five
nonprofit organizations.
Note, teams are generally available for
provide materials, tools, and
AmeriCorps*National
projects between November and July.
technical training, and on-site
Community Civilian Corps
supervision as needed to com-
campuses.
plete the project.
State/local govt. agencies or
N/A
$2,500-$667,480 (Total FY96 est.
10 percent for Year I
Corporation for National
private nonprofit organizations.
$34,949,000)
20 percent for Year 2
Service
30 percent for Year 3.
State/local govt. agencies or
N/A
$20,732-$402,673 (Total FY96 est.
10 percent of total budget
Corporation for National
private nonprofit organizations.
$31,155,000)
Service
State/local govt. agencies or
N/A
$12,200-$1,634,993 (Total FY96
10 percent of total budget
Corporation for National
private nonprofit organizations.
est. $62,237,000)
Service
States, territories, Indian
N/A
$44,629-$2,283,492 (Total FY96
10 percent for Year I
State Commissions (commu-
tribes, and nonprofit organiza-
est.$32,250,000)
20 percent for Year 2
nity-based programs) and
tions.
30 percent for Year 3
State Education Agencies
(school-based programs)
Institutions of higher educa-
N/A
$30,000-$300,000 (Total FY96
50 percent or greater
Corporation for National
tion or public/nonprofit agen-
est. $10,750,000)
Service
cies working in partnership
with a higher education.
33
Service as a Strategy in Out-of-School Time: A How-To Manual
NATIONAL SERVICE PROGRAM CONTACTS
Office
Programs
AmeriCorps
AmeriCorps*National Programs
1-800-942-2677
AmeriCorps*NCCC
TDD 1-800-833-3722
AmeriCorps*Tribes and Territories
AmeriCorps Education Awards Programs (National)
Learn and Serve America
Learn and Serve America Higher Education Programs
(202) 606-5000
Learn and Serve America: Tribes & Territories
TDD (202) 565-2799
(school-based programs)
National Senior Service Corps
National Senior Service Corps
1-800-424-8867
Retired Senior Volunteer Program (RSVP)
TDD 1-800-833-3722
Foster Grandparent Program
Senior Companion Program
Corporation for National Service State Offices
AmeriCorps*VISTA
(see Appendix B)
National Senior Service Corps
Retired Senior Volunteer Program (RSVP)
Foster Grandparent Program
Senior Companion Program
State Commissions on National and
AmeriCorps*State Programs
Community Service
AmeriCorps Education Awards Programs (State)
(see Appendix C)
Learn and Serve America: Community-Based Programs
State Education Agencies
Learn and Serve America: School-Based Programs
(see Appendix D)
34
Service as a Strategy in Out-of-School Time: A How-To Manual
Appendix B
T
he Corporation for National Service's State Offices
Arkansas
are the main points of contact for many national
Mr. Robert Torvestad
NATIONAL
service programs and activities within each state.
Corporation for National Service
State offices develop programs, provide oversight,
Federal Building, Room 2506
SERVICE
and provide funding and technical assistance to
700 West Capitol Street
AmeriCorps*VISTA and National Senior Service Corps
Little Rock, AR 72201
STATE
programs. For information on AmeriCorps" or
Phone: 501-324-5234 Fax: 501-324-6949
Senior Corps programs in your state, contact your
OFFICES
California
state office listed below.
Ms. Gayle Hawkins
Corporation for National Service
Alabama
Federal Building Room 11221
Mr. John Timmons
11000 Wilshire Boulevard
Corporation for National Service
Los Angeles, CA 90024-3671
950 22nd Street, Suite 428
Phone: 310-235-7421 Fax: 310-235-7422
Birmingham, Al 35203
Phone: 205-731-0027 Fax: 205-731-0031
Colorado
Ms. Gayle Schladale
Alaska
Corporation for National Service
Mr. Billy Joe Caldwell
One Sherman Place
Corporation for National Service
140 E. 19th Avenue, Suite 120
915 Second Ave.
Denver, CO 80203-1167
Suite 3190
Phone: 303-866-1070 Fax: 303-866-1081
Seattle, WA 35203
Phone: 206-220-7736 Fax: 206-553-4415
Connecticut
Mr. Romero A. Cherry
Arizona
Corporation for National Service
Mr. Richard Persely
I Commercial Plaza, 21st Floor
Corporation for National Service
Hartford, CT 06103-3510
522 North Central, Room 205A
Phone: 860-240-3237 Fax: 860-240-3238
Phoenix, AZ 85004-2190
Phone: 602-379-4825 Fax: 602-379-4030
35
Service as a Strategy in Out-of-School Time: A How-To Manual
Delaware/Maryland
Illinois
Louisiana
Mr. Jerry Yates
Mr. Timothy Krieger
Mr. Willard L. Labrie
Corporation for National Service
Corporation for National Service
Corporation for National Service
One Market Center, Box 5
77 West Jackson Boulevard, Suite 442
640 Main Street, Suite 102
300 West Lexington Street, Suite 702
Chicago, IL 60604-1922
Baton Rouge, LA 70801-1910
Baltimore, MD 21201-3418
Phone: 312-353-3622 Fax: 312-353-5343
Phone: 504-389-0471 Fax: 504-389-0510
Phone: 410-962-4443 Fax: 410-962-3201
Indiana
Maine/New Hampshire/Vermont
Florida
Mr. Thomas L. Haskett
Mr. Peter Bender
Mr. Henry Jibaja
Corporation for National Service
Corporation for National Service
Corporation for National Service
46 East Ohio Street, Room 457
91-93 North State Street
3165 McCrory Street, Suite 115
Indianapolis, IN 46204-1922
Concord, NH 03301-3939
Orlando, FL 32803-3750
Phone: 317-226-6724 Fax: 317-226-5437
Phone: 603-225-1450 Fax: 603-225-1459
Phone: 407-648-6117 Fax: 407-648-6116
lowa
Massachusetts
Georgia
Mr. Joel Weinstein
Mr. Mal Coles
Mr. David A. Dammann
Corporation for National Service
Corporation for National Service
Corporation for National Service
Federal Building, Room 917
10 Causeway Street, Room 467
75 Piedmont Avenue, NE
210 Walnut Street
Boston, MA 02222-1038
Atlanta, GA 30303-2587
Des Moines, IA 50309- 2195
Phone: 617-565-7000 Fax: 617-565-7001
Phone: 404-331-4646 Fax: 404-331-2898
Phone: 515-284-4816 Fax: 515-284-6640
Michigan
Hawaii/Guam/American Samoa
Kansas
Ms. Mary Pfeiler
Ms. Lynn Dunn
Mr. James M. Byrnes
Corporation for National Service
Corporation for National Service
Corporation for National Service
211West Fort Street
300 Ala Moana Blvd,
444 SE Quincy, Room 260
Suite 1408
Room 6326
Topeka, KS 66683-3572
Detroit, MI 48226-2799
Honolulu, HI 96850-0001
Phone: 785-295-2540 Fax: 785-295-2596
Phone: 313-226-7848 Fax: 313-226-2557
Phone: 808-541-2832 Fax: 808-541-3603
Kentucky
Minnesota
Idaho
Ms. Betsy Irvin Wells
Mr. Robert Jackson
Mr. Van Kent Griffitts
Corporation for National Service
Corporation for National Service
Corporation for National Service
Federal Building, Room 372-D
431 South 7th Street, Room 2480
304 North 8th Street Room 344
600 Martin Luther King Place
Minneapolis, MN 55415-1854
Boise, ID 83702-5835
Louisville, KY 40202-2230
Phone: 612-334-4083 Fax: 612-334-4084
Phone: 208-334-1707 Fax: 208-334-1421
Phone: 502-582-6384 Fax: 502-582-6386
36
Service as a Strategy In Out-of-School Time: A How-To Manual
Mississippi
Nevada
North Carolina
Mr. Roktabija Abdul-Azeez
Mr. Craig Warner
Mr. Robert L. Winston
Corporation for National Service
Corporation for National Service
Corporation for National Service
100 West Capitol Street, Room 1005A
4600 Keitzke Lane, Suite E-141
300 Fayetteville Street Mall
Jackson, MS 39269-1092
Reno, NV 89502-5033
Room 131
Phone: 601-965-5664 Fax: 601-334-4617
Phone: 702-784-5314 Fax: 702-784-5026
Raleigh , NC 27601-1739
Phone: 919-856-4731 Fax: 919-856-4738
Missouri
New Jersey
Mr. John J. McDonald
Mr. Stanley Gorland
Ohio
Corporation for National Service
Corporation for National Service
Mr. Paul Schrader
801 Walnut Street
44 South Clinton Avenue
Corporation for National Service
Suite 504
Room 702
51 North High Street, Suite 451
Kansas City, MO 64106-2009
Trenton, NJ 08609-1507
Columbus, OH 43215
Phone: 816-374-6300 Fax: 816-374-6305
Phone: 609-989-2243 Fax: 609-989-2304
Phone: 614-469-7441 Fax: 614-469-2125
Montana
New Mexico
Oklahoma
Mr. Joe R. Lovelady
Mr. Ernesto Ramos
Mr. H. Zeke Rodriguez
Corporation for National Service
Corporation for National Service
Corporation for National Service
208 North Montana Avenue
120 S. Federal Place
215 Dean A Mcgee
Suite 206
Room 315
Suite 324
Helena, MT 596013837
Santa Fe, NM 87501-2026
Oklahoma City, OK 73102
Phone: 406-449-5404 Fax: 406-449-5412
Phone: 505-988-6577 Fax: 505-988-6661
Phone: 405-231-5201 Fax: 405-231-4329
Nebraska
New York
Oregon
Ms. Anne C. Johnson
Mr. Bernard A Conte
Ms. Robin Sutherland
Corporation for National Service
Corporation for National Service
Corporation for National Service
Federal Building, Room 156
6 World Trade Center
2010 Lloyd Center
100 Centennial Mall North
Room 758
Portland, OR 97232
Lincoln, NE 68508-3896
New York, NY 10048-0206
Phone: 503-231-2103 Fax: 503-231-2106
Phone: 402-437-5493 Fax: 402-437-5495
Phone: 212-466-4471 Fax: 212-466-4195
37
Service as a Strategy In Out-of-School Time: A How-To Manual
Pennsylvania
Pierre, SD 57501-2452
Jackson Federal Building, Suite 3190
Ms. Jorina Ahmed
Phone: 605-224-5996 Fax: 605-224-9201
915 Second Avenue
Corporation for National Service
Tennessee
Seattle, WA 98174-1103
Gateway Building, Room 2460
Phone: 206-220-7745 Fax: 206-553-4415
Mr. Alfred E Johnson
3535 Market Street
Corporation for National Service
West Virginia
Philadelphia, PA 19104-2996
265 Cumberland Bend Drive
Ms Judith Russell
Phone: 215-596-4077 Fax: 215-596-4072
Nashville, TN 37228
Corporation for National Service
Puerto Rico/Virgin Islands
Phone: 615-736-5561 Fax: 615-736-7937
10 Hale Street
Ms. Lorette de Cordova
Suite 203
Texas
Corporation for National Service
Charleston, WV 25301-1409
Mr. Jerry G. Thompson
U.S. Federal Building, Suite 662
Corporation for National Service
Phone: 304-347-5246 Fax: 304-347-5464
150 Carlos Chardon Avenue
903 San Jacinto, Suite 130
Wisconsin
Hato Rey, PR 00918-1737
Austin, TX 78701-3747
Ms. Jane Balsiger
Phone: 787-766-5314 Fax: 787-766-5189
Phone: 512-916-5671 Fax: 512-916-5806
Corporation for National Service
Rhode Island
Henry Reuss Federal Plaza
Mr. Vincent Marzullo
Utah
310 W. Wisconsin Avenue, Room 1240
Corporation for National Service
Mr. Rick Crawford
Milwaukee, WI 53203-2211
400 Westminster Street, Room 203
Corporation for National Service
Phone: 414-297-1118 Fax: 414-297-1863
Providence, RI 02903
350 South Main Street
Wyoming
Phone: 401-528-5424 Fax: 401-528-5220
Room 504
Mr. Patrick Gallizzi
Salt Lake City, UT 84101-2198
South Carolina
Corporation for National Service
Phone: 801-524-5411 Fax: 801-524-3599
Mr. Jerome J Davis
Federal Building, Room по
Corporation for National Service
Virginia/DC
2120 Capitol Avenue
1835 Assembley Street
Mr. Thomas Harmon
Cheyenne, WY 82001-3649
Suite 872
Corporation for National Service
Phone: 307-772-2385 Fax: 307-772-2389
Columbia, SC 29201-2430
400 North 8th Street, Room 1119
Phone: 803-765-5771 Fax: 803-765-5777
P.O. Box 10066
Richmond, VA 23240-1832
South Dakota/North Dakota
Phone: 804-771-2196 Fax: 804-771-2157
Mr. John Pohlman
Corporation for National Service
Washington
225 S Pierre Street
Mr. John Miller
Room 225
Corporation for National Service
38
Service as a Strategy in Out-of-School Time: A How-To Manual
Appendix C
tate Commissions on National and Community
Arizona
S
Service have a front-line responsibility for selecting
Ms. Michelle Lyons-Mayer
STATE
and supporting AmeriCorps*Sta programs and Learn
Arizona National & Community Service Commission
and Serve America Community-Based programs within
1700 West Washington St., Suite 101C
COMMIS-
their state. In addition, the commissions work closely
Phoenix, AZ 85007
with the Corporation for National Service to strength-
Phone: 602-542-3461 Fax: 602-542-3520
SIONS ON
en service and volunteerism at the state level. State
Arkansas
Commissions on National and Community Service are
NATIONAL
Ms. Betty Hicks
directed by bipartisan state boards appointed by the
Arkansas Commission on National & Community
governor. Most often, the commission offices are
Service
COMMUNITY
housed in the governor's office. For more information
Donaghey Plaza South, 7th & Main, Suite 1300
on AmeriCorps*S or Learn and Serve America
SERVICE
Little Rock, AR 72201
Community-Based programs in your state, contact your
Phone: 501-682-6717 Fax: 501-682-1623
state commission office listed below.
California
Alabama
Dr. Linda Forsyth
Ms. Elaine Wiggins
Calif. Commission on Improving Life Through Service
Alabama National & Community Service State
1121 L St., Suite 600
Commission
Sacramento, CA 95814
Governor's Office
Phone: 916-323-7646 Fax: 916-323-3227
The State House, Suite 224
Colorado
Montgomery, AL 36104
Mr. Greg Geissler
Phone: 334-242-7110 Fax: 334-242-2885
Colorado State Commission
Alaska
1313 Sherman, Suite 500
Ms. Michelle Anderson
Denver, CO 80203
Alaska State Community Service Commission
Phone: 303-866-4900 Fax: 303-866-4992
333 West 4th Avenue, Suite 220
Ankorage, AK 99501
Phone: 907-269-4659 Fax: 907-269-4635
39
Service as a Strategy in Out-of-School Time: A How-To Manual
Connecticut
Hawaii
lowa
Ms. Sandy Santy
Mr. Issac Watson
Ms. Barbara Finch
Connecticut Commission on National & Community
Hawaii State Commission on National & Community
Iowa Commission on Community Service
Service
Service
150 East Des Moines St.
Dept. of Higher Education
Office of Community Services
Des Moines, IA 50309
61 Woodland St.
830 Punchbowl Street, Room 420
Phone: 515-281-9043 Fax: 515-281-9033
Hartford, CT 06105
Honolulu, HI 96813
Kansas
Phone: 860-566-6154 Fax: 806-566-7865
Phone: 808-586-8675 Fax: 808-586-8685
Ms. Patricia Kells
Delaware
Idaho
Kansas Commission on National & Community Service
Ms. Deborah Beris, Acting Director
Ms. Kelly Houston
200 Southwest 6th
Delaware Commission on National & Community Service
Idaho Commission for National & Community Service
PO Box 889
Carvel State Office Building-4th Floor
500 South 10th Street
Topeka, KS 66603
820 North French Street
P.O. Box 83720
Phone: 913-234-1423 Fax: 913-234-1429
Wilmington, DE 19801
Boise, ID 83720-0018
Kentucky
Phone: 302-577-6650 Fax: 302-577-6828
Phone: 208-334-2013 Fax: 208-334-2108
Ms. Dwen Chester
Florida
Illinois
Kentucky Community Service Commission
Mr. Fred Sanguiliano
Ms. Jeanne Bradner
State Office Bldg., Room 923
Governor's Commission on Community Service
Illinois Commission on Community Service
501 High Street
444 Appleyard Drive
Illinois Dept. of Commerce & Community Affairs
Frankfort, KY 40622
Tallahassee, FL 32304-2895
100 West Randolf, Suite 3-400
Phone: 502-564-5330 Fax: 502-564-7987
Phone: 904 921-5172 Fax: 904-921-5146
Chicago, IL 60601
Louisiana
Phone: 312-814-5940 Fax: 312-814-7236
Georgia
Ms. Sara Sims
Ms. Lynn Thornton
Indiana
Louisiana Serve Commission
Georgia Commission on National & Community
Mr. Joe Smith
263 Third Street, Suite 610
Service
Governor's Commission on Community Service &
Baton Rouge, LA 70802
2020 Equitable Building
Volunteerism
Phone: 504-342-2038 Fax: 504-342-0106
100 Peachtree St.
302 West Washington St., Room E220
Atlanta, GA 30303
Indianapolis, IN 46204
Phone: 404-657-7827 Fax: 404-657-7835
Phone: 317-233-4273 Fax: 317-233-5660
40
Service as a Strategy In Out-of-School Time: A How-To Manual
Maine
Minnesota
Nebraska
Ms. Maryalice Crofton
Ms. Mary Jo Richardson
Mr. Thomas Miller
Maine Commission on National & Community Service
Minnesota Commission on National & Community
Nebraska Commission for National & Community
Maine State Planning Office/State House
Service
Service
184 State Street-Station "38
683 Capitol Square Bldg.
State Capitol-6th Floor
Augusta, ME 04333
Saint Paul, MN 55101
P.O. Box 98927
Phone: 207-287-5300 Fax: 207-287-6489
Phone: 612-296-1435 Fax: 612-296-3348
Lincoln, NE 68509
Phone: 402-471-6225 Fax: 402-471-6286
Maryland
Mississippi
Ms. Kathryn Shulman
Ms. Marsha Meeks Kelly
Nevada
Governor's Commission on Service
Mississippi Commission for National & Community
Ms. Kathalie Kohle
300 West Preston St., 6th Floor
Service
Nevada Commission for National & Community Service
State Office Building
3825 Ridgewood Rd.
200 South Third Street
Baltimore, MD 21201
Jackson, MS 39211-6453
Suite 448
Phone: 410-767-1216 Fax: 410-333-5957
Phone: 601-982-6738 Fax: 601-982-6790
Las Vegas, NV 89155
Phone: 702-486-2730 Fax: 702-486-2733
Massachusetts
Missouri
Ms. Kate Mehr
Mr. Curtis Hendricks
New Hampshire
Massachusetts National & Community Service
Missouri Community Service Commission
Mr. Tim Dupre
Commission
c/o Lt. Governor's Office, Capitol Bldg.
New Hampshire Commission on National &
87 Summer St., 4th Floor
3225 West Truman Boulvevard, Suite 101
Community Service
Boston, MA 02110
Jefferson City, MO 65109
64 Old Suncook Rd.
Phone: 617-542-2544 Fax: 617-542-0240
Phone: 573-751-7488 Fax: 573-526-0463
Concord, NH 03301
Phone: 603-229-3406 Fax: 603-229-3408
Michigan
Montana
Mr. Terry Pruitt, Acting Director
Mr. Charles W. Briggs
New Jersey
Michigan Community Service Commission
Montana Community Services Advisory Council
Ms. Rowena Madden
III South Capitol Ave.-Olds Plaza Building
State Capitol, Room 219
New Jersey Commission on National & Community
4th Floor
Helena, MT 59620
Service
Lansing, MI 48909
Phone: 406-444-5547 Fax: 406-444-4418
c/o New Jersey Dept. of Ed.-Office of Innovative
Phone: 517-335-4295 Fax: 517-373-4977
Programs
100 Riverview Plaza, CN 500
Trenton, NJ 08625
Phone: 609-633-9629 Fax: 609-633-9825
41
Service as a Strategy In Out-of-School Time: A How-To Manual
New Mexico
Oklahoma
Rhode Island
Ms. Barbara Otto
Ms. Nancy Deavers
Mr. David Karoff
New Mexico Commission for National & Community
Oklahoma Community Service Commission
Rhode Island Commission for National & Community
Service
505 Northeast 13th Street
Service
Children, Youth & Family Dept.
Oklahoma City, OK 73104
P.O. Box 72822
300 San Mateo, NE Suite 602
Phone: 405-235-7278 Fax: 405-235-7036
441 Pine Street
Albuquerque, NM 87108
Providence, RI 02907
Oregon
Phone: 505-841-2973 Fax: 505-841-2969
Phone: 401-331-2298 Fax: 401-331-2273
Ms. Marlis Miller
New York
Oregon Commission for National & Community
South Carolina
Ms. Nikki Smith
Service
Ms. Jean Moore
New York Commission on National & Community
PSU/CSC-369 Neuberger Hall
South Carolina Commission on National & Community
Service
724 Southwest Harrison-P.O. Box 75'
Service
Division of the Budget
Portland, OR 97207-0751
Governor's Office on Volunteerism
State Capitol-Room "254
Phone: 503-725-5903 Fax: 503-725-8335
1205 Pendelton St., Room 422
Albany, NY 12224
Columbia, SC 29201
Pennsylvania
Phone: 518-473-8882 Fax: 518-486-1217
Ms. Karen S. Fleisher
Phone: 803-734-1118 Fax: 803-734-2495
North Carolina
PennSERVE: The Governor's Office of Citizen Service
Tennessee
Ms. Jacquie Kennedy
Department of Labor and Industry
Ms. Carol White
North Carolina State Commission on
1304 Labor & Industry Building, Seventh & Forster
Tenn. Commission on National & Community Service
National & Community Service
Streets
Andrew Jackson Bldg.
North Carolina Governor's Office of Citizen Affairs
Harrisburg, PA 17120
500 Deaderick Street, 14th Floor
121 West Jones St.
Phone: 717-787-1971 Fax: 717-787-9458
Nashville, TN 37243
Raleigh, NC 27603
Phone: 615-532-9250 Fax: 615-532-6950
Puerto Rico
Phone: 919-715-3470 Fax: 919-715-2972
Dr. Jorge Luis Reyes
Texas
Ohio
Puerto Rico State Commission of Community Service
Ms. Barbara DuBose
Ms. Kitty Burcsu
La Fortaleza
Texas Commission on Volunteerism & Community
Governor's Community Service Commission
Calle La Fortaleza
Service
51 North High St., Suite 481
San Juan, PR 00902-0082
Stephen F. Austin Building
Columbus, OH 43215
Phone: 787-721-7877 Fax: 787-725-3598
1700 North Congress, Ste 310 (P.O. Box 78701)
Phone: 614-728-2916 Fax: 614-728-2921
Austin, TX 78711-3385
Phone: 512-463-1814 Fax: 512-463-1861
42
Service as a Strategy in Out-of-School Time: A How-To Manual
Utah
West Virginia
Mr. Michael Call
Ms. Jean Ambrose
Utah Commission on Volunteerism
WV Commission for National & Community Service
1530 North Technology Way
I United Way Square
Suite D-o3
Charleston, WV 25301
Orem, UT 84097
Phone: 304-340-3627 Fax: 304-340-3629
Phone: 801-222-2911 Fax: 801-222-2917
Wisconsin
Vermont
Ms. Martha Kerner
Ms. Jane Williams
Wisconsin Division of Energy & Intergovernmental
Vermont Commission on National & Community
Relations
Service
101 East Wilson Street, 6th Floor
133 State Street
P.O. Box 7868
Montpelier, VT 05633-4801
Madison, WI 53707-7868
Phone: 802-828-4982 Fax: 802-828-4988
Phone: 608-266-2125 Fax: 608-267-6931
Virginia
Wyoming
Ms. B.J. Northington
Ms. Beverly Morrow
Virginia Commission on National & Community
Wyoming Commission for National & Community
Service
Service
Governor's Office of Volunteerism
Herschler Bldg., ist Floor West
73° East Broad St., 9th Floor
122 West 25th Street, Room 1608
Richmond, VA 23219
Cheyenne, WY 82002
Phone: 804-692-1952 Fax: 804-692-1999
Phone: 307-777-5396 Fax: 307-638-8967
Washington
Mr. Bill Basl
Washington Commission on National & Community
Service
515 15th Avenue, SE
Olympia, WA 98504-3134
Phone: 360-902-0663 Fax: 360-902-0414
43
Service as a Strategy in Out-of-School Time: A How-To Manual
44
Service as a Strategy in Out-of-School Time: A How-To Manual
Appendix D
S
tate Education Agencies administer funds for
California Department of Education
Learn and Serve America's School-Based pro-
Mr. Wade Brynelson
STATE
grams. School-Based programs integrate service-
P.O. Box 944272
learning directly into the academic curriculum for
Sacramento, CA 94244-2720
EDUCATION
elementary and secondary school students. Students
Phone number: 916-653-3314
apply their academic skills, knowledge, and abilities
Fax number: 916-657-4611
AGENCIES
to service projects that meet community needs.
Colorado Department of Education
Educators facilitate learning by creating opportuni-
Ms. Elaine Andrus
ties for students to understand and analyze their
201 E. Colfax Avenue
service experiences in the context of their course-
Denver, CO 80203
work. Schools and school districts interested in
Phone number: 303-866-6897
applying for funding should contact their state edu-
Fax number: 303-830-0793
cation agency contact listed below.
Connecticut State Department of Education
NOTE: Local programs and nonprofits should contact
Ms. Betty Schmitt
their state commission office to inquire about Learn
P.O. Box 2219, Rm. #227
& Serve America's Community-Based program funds.
Hartford, CT 06145
Phone number: 860-566-1961
Alabama State Department of Education
Fax number: 860-566-2957
Ms. Barbara Boland or Dr. Ed Richardson
(860) alternate area code
P.O. Box 302101
Delaware Department of Public Instruction
Gordon Persons Building
Dr. Peggy Dee
Montgomery, AL 36130-2101
John G. Townsend Building
Phone number: 334-242-8199
P.O. Box 1402
Fax number: 334-242-0496
Dover, DE 19903-1402
[email protected]
Phone number: 302-739-4667
Arizona Department of Education
Fax number: 302-739-2388
Ms. Trudy Rogers
1535 West Jefferson Bin "39
Phoenix, AZ 85007
Phone number: 602-542-2037
Fax number: 602-542-3359
45
Service as a Strategy In Out-of-School Time: A How-To Manual
District of Columbia Public Schools
Idaho Department of Education
lowa Department of Education
Ms. Beverly O'Bryant
Mr. Michael Murphy
Mr. Joseph P. Herrity
Rabaut Administration Building
P.O. Box 83720
Grimes State Office Building
2nd & Peabody Streets, NW
Boise, ID 83720-0027
Des Moines, IA 50319-0146
Washington DC 20011
Phone number: 208-334-2186
Phone number: 515-281-3290
Phone number: 202-541-5928; 202-576-6171
Fax number: 208-334-2228
Fax number: 515-242-6025
Fax number: 202-576-6178
[email protected]
[email protected]
Florida Department of Education
Illinois State Board of Education
Kansas State Department of Education
Mr. Joe Follman
Mr. Bill Garcia
Ms. Hilary Peguero
Center for Civic Education
100 W. Randolph, 14th FI.
Kansas Office for Community Service
930 West Park Avenue
Chicago, IL 60601
P.O. Box 889
Tallahassee, FL 32306-2059
Phone number: 312-814-3606
Topeka, KS 66601
Phone number: 904-644-3342
Fax number: 312-814-2282
Phone number: 913-234-1423
Fax number: 904-644-3362
[email protected]
Fax number: 913-234-1429
[email protected]
Jim Zabel
Kentucky Department of Education
Georgia Department of Education
Illinois Resource Center
Ms. Karen Schmalzbauer
Mr. Richard A. Grover
1855 Mt. Prospect Rd.
1732 Capital Plaza Tower
School Support Services Unit
Des Plaines, IL 60018
500 Metro Street
1762 Twin Towers East
Phone number: 847-803-3535
Frankfort, KY 40601
Atlanta, GA 30334-5040
Fax number: 847-803-2828
Phone number: 502-564-9500
Phone number: 404-657-8335
[email protected]
Fax number: 502-564-6952
Fax number: 404-651-9416
[email protected]
Indiana Department of Education
Hawaii Department of Education
Ms. Janell Heidenreich
Louisiana Department of Education
Ms. Judy McCoy
Room 229, State House
Ms. Kay Bailey
641 18th Ave., 2nd Fl.
Indianapolis, IN 46204-2798
P.O. Box 44243
Honolulu, HI 96816-4444
Phone number: 17-233-3163
Baton Rouge, LA 70804-4243
Phone number: 808-733-9893
Fax number: 317-232-9121
Phone number: 504-342-3333 or 3937
Fax number: 808-733-9890 or 9147
Fax number: 504-342-1218
[email protected]
[email protected]
46
Service as a Strategy In Out-of-School Time: A How-To Manual
Maine Department of Education
Minnesota Department of Children,
Nebraska Department of Education
Mr. Ed Maroon
Families and Learning
Mr. Merle Rudebusch
Station "23
Dr. Marlys J. Bucher
301 Centennial Mall South
Augusta, ME 04333
652 Capitol Square Building
P.O. Box 94987
Phone number: 207-287-5854
550 Cedar St., Rm. "682
Lincoln, NE 68509-4987
Fax number: 207-287-5894
St. Paul, MN 55101-2273
Phone number: 402-471-4812
[email protected]
Phone number: 612-297-2481
Fax number: 402-471-0117
Fax number: 612-296-3348
[email protected]
Maryland State Department of Education
[email protected]
Mr. Luke Frazier
Nevada Department of Education
200 West Baltimore Street
Mississippi Department of Education
Ms. Janet Wright
Baltimore, MD 21201
Mr. Clarence Lovelady
700 East 5th St.
Phone number: 410-767-0356 or 0358
P.O. Box 771
Carson City, NV 89710
Fax number: 410-333-2183
Jackson, MS 39205
Phone number: 702-687-9197
[email protected]
Phone number: 601-359-3602
Fax number: 702-687-9101
Fax number: 601-359-3708
Massachusetts Department of Education
New Hampshire Department of Education
Ms. Debbie Scire
Missouri Department of Elementary
Ms. Judy Averbach
350 Main Street
and Secondary Education
101 Pleasant Street
Malden, MA 02148-5023
Mr. Ron Jewell
Concord, NH 03301
Phone number: 617-388-3300 ext. 272
400 Dix Road
Phone number: 603-271-3719
Fax number: 617-388-3396
Jefferson City, MO 65109
Fax number: 603-271-1953
[email protected]
Phone number: 573-526-4894
New Jersey Department of Education
Fax number: 573-526-3897
Michigan Department of Education
Ms. Maria Rosado
Ms. Angelia Salas (Interim)
Montana Office of Public Instruction
CN 500
Olds Plaza Building
Ms. Linda V. Peterson
Trenton, NJ 08625-0500
III S. Capitol Avenue
P.O. Box 202501
Phone number: 609-633-8014
Lansing, MI 48913
Helena, MT 59620-2501
Fax number: 609-633-9825
Phone number: 517-335-4295
Phone number: 406-444-5726
New Mexico Department of Education
Fax number: 517-373-4977
Fax number: 406-444-3924
Ms. Carmen Endlich
[email protected]
[email protected]
300 Don Gaspar
Santa Fe, NM 87501-2786
Phone number: 505-827-6664
Fax number: 505-827-4041
47
Service as a Strategy In Out-of-School Time: A How-To Manual
New York State Education Department
Oregon Department of Education
South Carolina Department of Education
Mr. Stan Hansen
Ms. Marilyn Walster
Dr. Kathy Gibson Carter
Bureau of College, School & Community
Public Service Bldg.
906 Rutledge Building
Collaboration
255 Capitol Street NE
1429 Senate Street
Cultural Education Center, Room 5C64
Salem, OR 97310-0203
Columbia, SC 29201
Albany, NY 12230
Phone number: 503-378-3584 ext. 369
Phone number: 803-734-8451
Phone number: 518-486-5202
Fax number: 503-373-7968
Fax number: 803-734-3525
Fax number: 518-474-7468
[email protected]
[email protected]
shansen@higher. nysed.gov
Pennsylvania Department of Education
Tennessee Department of Education
North Carolina Department of Public Instruction
Ms. Dorothy Hershey
Ms. Jan Bushing
Dr. Norman Camp, Staff Assistant
333 Market Street
6th Floor Gateway Plaza
Office of Instructional Accountability Service
Harrisburg, PA 17126-0333
710 James Robertson Parkway
301 North Wilmington Street
Phone number: 717-783-7089
Nashville, TN 37243-0375
Raleigh, NC 27601-2825
Fax number: 717-783-6617
Phone number: 615-741-0345
Phone number: 919-715-1504
Department of Education of Puerto Rico
Fax number: 615-741-6236
Fax number: 919-715-2237
Texas Education Agency
Ms. Janet Santana
Ohio State Department of Education
Ms. Ande England
P.O. Box 190759
Ms. Charlotte Jones-Ward
Hatorey, PR 00918
The University of Texas at Austin
65 South Front Street, Rm. "1009
Phone number: 809-759-8910
Charles A. Dana Center
Columbus, OH 43215-4183
Fax number: 809-751-6192
NSA Annex 1.202
Phone number: 614-466-8920
2613 Speedway
Rhode Island Department of Elementary
Fax number: 614-728-3058
Austin, TX 78712
and Secondary Education
[email protected]
Phone number: 512-232-2290
Ms. Diana Crowley
Oklahoma State Department of Education
The Shepard Bldg.
Fax number: 512-232-2299
[email protected]
Mr. Charles Mohr
255 Westminster St.
2500 N. Lincoln Boulevard
Providence, RI 02903
Utah State Office of Education
Oklahoma City, OK 73105
Phone number: 401-277-2691 x2167
Mr. Harley E. Paulson
Phone number: 405-521-4795
Fax number: 401-277-2537
250 East Fifth Street
Fax number: 405-521-6205
Salt Lake City, UT 84111
Phone number: 801-538-7826
Fax number: 801-538-7882
[email protected]
48
Service as a Strategy in Out-of-School Time: A How-To Manual
Vermont Department of Education
Wisconsin Department of Public Instruction
Ms. Sheila B. Bailey
Mr. Stanley J. Potts
120 State Street
P.O. Box 7841
Montpelier, VT 05620-2501
Madison, WI 53707-7841
Phone number: 802-828-5405
Phone number: 608-266-3569 or 715-425-3759
Fax number: 802-828-3140
Fax number: 608-267-1052 or 715-425-4479
[email protected]
[email protected]
Virginia State Department of Education
Wyoming Department of Education
Dr. Neils Brooks
Mr. Roger Hammer
P.O. Box 2120
Hathaway Bldg., 2nd Fl.
Richmond, VA 23218
2300 Capitol Ave.
Phone number: 804-225-2847
Cheyenne, WY 82002-0050
Fax number: 804-371-2456
Phone number: 307-777-6198
[email protected]
Fax number: 307-777-6234
Office of Superintendent of Public Instruction
Ms. Melinda Dyer
Old Capitol Bldg.
P.O. Box 47200
Olympia, WA 98504-7200
Phone number: 360-753-3302
Fax number: 360-664-3575
[email protected]
West Virginia Department of Education
Mr. W. Jack Newhouse
1900 Kanawha Boulevard
Building 6-Rm. "221
East Charleston, WV 25305-0330
Phone number: 304-558-2348
Fax number: 304-558-3946
49
Service as a Strategy in Out-of-School Time: A How-To Manual
50
Service as a Strategy In Out-of-School Time: A How-To Manual
Appendix E
INTRODUCTION
Wellesley College where we are located. Here you
Technology and telecommunication is changing the
will find may avenues to travel. Click on the words
SCHOOL-
way the world communicates. But change can be diffi-
highlighted in color to link to documents, calendar of
cult. For some, the acceptance of computers into their
events, and resource lists on NIOST's computer sys-
AGE CARE
lives has been slow. Others label themselves "comput-
tem or go around the world to other hot web sites
erphobic" and maintain a safe distance at all times. As
with information about the school-age care field.
INFORMATION
professionals who work with school-age children, how-
ever, it is important to become comfortable with tech-
Where can you go?
AND
nology. While computer software and the Internet can
One exciting trip to take is to the MOST Initiative.
provide an important learning activity for children and
The MOST Initiative was designed in partnership with
RESOURCE
youth in your program, technology also offers profes-
the NIOST, which is serving as national manager for
sional growth opportunities for you and your staff.
the project. Here you can learn about the national
SHARING
This paper aims to increase your understanding of how
goals for this community based project. Next visit
technology is entering the field of school-age care.
the 3 MOST cities: Boston, Chicago and Seattle. Each
VIA THE
site is committed to improving the experiences of
Technology is beginning to be used more and more
school-age children in their communities. Children,
INTERNET
in the field of school-age care (SAC). But before we
youth and parents can search for out-of-school time
discuss these SAC technology developments, let's
activities, while program staff can find out about
review some of the basic components of this new
training opportunities.
communication method: the Internet, World Wide
Web, E-mail and electronic discussion groups.
OTHER PATHS to take from the NIOST home
Lillian Coltin
page
The Internet
International- gain new and exciting multicultural
Project Associate
Join the National Institute on Out-of-School Time
perspectives and information by traveling the
(NIOST) on a journey along the Information Super
MOST Initiative
globe. Click on ENSAC and see what an interna-
Highway.
tional coalition between Sweden, the Netherlands,
England and Belgium is doing to improve the
Get anywhere from HERE:
quality of children's and young people's lives.
Our URL is:
http://www.wellesley.edu/WCW/CRW/SAC/
Links to CyferNet (Children, Youth, and Family
(type exactly as shown, including all capital letters)
Education and Research Network) and its net-
works. This site includes child care and child
Stop at the NIOST home page to learn about our cur-
development information in Spanish and English,
rent projects, publications and trainings and to
and it provides help to Cooperative Extensions in
explore the Center for Research on Women and
51
Service as a Strategy In Out-of-School Time: A How-To Manual
disseminating child care information through the
Looking for the Children's Defense Fund? Check
common interest. You can connect with your col-
National Network for Child Care (NNCC).
under "SAC Policy Resources." There you will find a
leagues instantaneously and get support from people
link to the Children's Defense Fund and other orga-
who face the same daily challenges of working in the
Jump to NCCIC's (National Child Care Information
nizations and resources of interest to SAC advocates.
SAC field. Keep informed about what is happening in
Center) mecca of resources, including: the full
The "What's New" feature keeps you informed of
public policy. Find out about upcoming conference
text of Child Care Bulletin, and a list of organiza-
changes since your last visit.
events. Learn about funding opportunities.
tions serving child care and related professions
(including contact information, with Web address-
To reach out to the SAC community it is as easy as
Stepping out on Your Own:
es, where applicable).
joining the SAC-L world-wide discussion group. Co-
Search Engines-The world wide web provides a
multitude of search engines (e.g. AltaVista, Excite,
owned by NIOST and the ERIC Clearinghouse on
Further your professional education at Wheelock
Elementary and Early Childhood Education
College, Concordia College, and Child Care Career
Infoseek, Lycos & Yahoo) which allow you to
(ERIC/EECE) at the University of Illinois at Urbana-
Institute (CCIC).
explore the inner depths and far reaches of the
Champaign, SAC-L is where administrators, care-
Internet world. The benefit of using a search
E-mail individual members of NIOST.
givers/teachers, policy-makers, parents, and others
engines is that you can find wonderful informa-
interested in school-age care share ideas, resources,
tion about curriculum activities, administration,
Request information and publications from the
problems, and solutions over the internet-24 hours
news articles, etc. using your own key words.
NIOST clearinghouse.
a day, 7 days a week.
ERIC/EECE search-This is a great clearinghouse on
Designed to help make information of interest to
elementary and early childhood education issues
To subscribe to SAC-L:
SAC professionals easy to find, the NIOST home page
which is also available on the web. You can find
1. Send an E-mail message (without your E-mail sig-
can help you locate web sites you need. The site cur-
information on the physical, cognitive, social,
nature, if you have one) to:
rently organizes links of interest to SAC profession-
educational and cultural development and educa-
[email protected]
als under six subject areas:
tion of children. To journey through their collec-
2. Leave the subject line blank.
1. Resources related to SAC policy
tion visit the NIOST home page and click on the
ERIC/EECE link.
3. Type: subscribe SAC-L "Your Full Name Here"
2. Resources related to SAC programming
The NIOST web site is continually updated. If you
(substituting your own name, without brackets,
3. Technical Assistance for those in SAC
have comments that you feel would improve the
for "Your Full Name Here" above) in the first line
4. Funding resources
page, please send them to our webmistress:
of the message area, for example, subscribe sac-l
[email protected]
Jane E. Doe
5. Technology resources
E-mail (electronic mail) is your Vehicle to SAC-L
4. Send the message.
6. General resources
Not only does E-mail allow you to correspond one-
Once the list manager has added your E-mail address
on-one with people you know, you can also join "list-
to SAC-L, you will receive a welcome message about
servs" and discuss, deconstruct, and debate issues of
52
Service as a Strategy in Out-of-School Time: A How-To Manual
the list and can now post messages to everyone on
Books and Articles:
Wellesley College, Wellesley, MA 02181
the list at the [email protected] address.
Internet for Kids: A Beginner's Guide to Surfing the
e-mail: [email protected]
Net, by Ted Pedersen and Francis Moss, Price Stern
To unsubscribe from SAC-L:
In 1994, the DeWitt Wallace-Reader's Digest Fund
Sloan, Inc. 1995
made an unprecedented commitment to school-age
1. Send a one-line E-mail message to:
A to Z: The Early Childhood Educator's Guide to the
child care by launching the MOST Initiative, a $6.5
[email protected]
Internet, by the ERIC?EECE staff with an introduction
million project aimed at systematic community-based
2. Type: signoff SAC-L
by Bonnie Blagojevic, 1995. ERIC Clearinghouse on
change to improve the quality and availability of
Elementary and Early Childhood Education,
out-of-school care for children. MOST was designed
You should receive a note confirming your signoff
University of Illinois, 805 W. Pennsylvania Ave.,
in partnership with the National Institute on Out-of-
within a few minutes (although sometimes it can
Urbana, IL 61801-4897. Tel. (217) 333-1386.
School Time (NIOST) at the Wellesley College Center
take an hour or two).
for Research on Women. The SACCProject, with over
NCCIC Internet Guide: How to Access Child Care
15 years of action research and expertise in the field
Netiquette:
Information on the Internet, compiled by staff of the
of school-age care, provides the national scope and
Provide your audience with adequate context:
National Child Care Information Center, the Guide
vision to oversee the effort. This initiative will
Use meaningful subject lines,
will be available on NCCIC's Home Page on Internet
enable communities to utilize collaborative strate-
Quote the E-mail to which you are responding,
(http://www.ericps.crc.uiuc.edu/nccic/nccichome.htm.
gies to address the needs of youth, especially those
Avoid pronouns.
1), Print version published August 1996, Electronic
from low-income families, during the hours they are
version prepared February 1997.
Be aware of page layout Issues:
not in school and most often at risk.
Have short paragraphs,
Child Care Bulletin, Child Care Bureau, May/June
After a one-year planning process, three cities-Boston,
Have lines under seventy-five characters,
1996 (Issue 9).
Chicago, and Seattle-were selected in May, 1995, to
Have the entire E-mail under twenty-five lines.
receive grants of up to $1.2 million for implementation
TECHNOLOGY IN THE SCHOOL-AGE CARE FIELD
Find replacements for gestures and intonation:
of a three-year Action Plan. Action Plans were devel-
The following are examples of how technology is
Smileys :-) =) =P ;-),
oped through an intensive collaborative process that
being used to support the school-age field.
Asterisks,
allowed for providers, parents, foundations, community
Capital letters,
leaders, educators, children, and other concerned
1. Making the Most of Out-of-School Time (MOST
Typed-out vocalizations,
individuals to assess needs, develop strategies, and
Initiative)
White space,
generate substantial matching funds. Although each
http://www.wellesley.edu/WCW/CRW/SAC/ (case sen-
Lower-case letters,
plan is unique to the needs of its particular commu-
sitive)
Creative punctuation.
nities, they all focus on achieving the following
Contact: MOST Project Director-Joyce Shortt
national MOST Initiative goals for school-age care:
Archive Feature:
617-283-2526
increased public awareness of the need for out-
There is this nifty feature in SAC-L, which archives all of
National Institute on Out-of-School Time
of-school care
the messages, and allows you to access them at any time.
Center for Research on Women
53
Service as a Strategy In Out-of-School Time: A How-To Manual
increased numbers of children served
national level to better serve the needs of children
Internet Database Related to Children and Youth
and youth in their out-of-school time. Boston, Chicago
A collaborative venture involving Chicago MOST, the
program start-up and improvement
and Seattle are each working to achieve the national
Chicago Youth Agency Partnership, and Children and
participation in a national accreditation project
MOST goals in their own unique ways. Highlights of
Youth 2000 is working to develop a database related
(See NIAS/ASQ Description)
their activities are described on the following pages.
to children and youth in the Chicago area. There are
446 Chicago-based organizations among these collab-
increased professional development and in-ser-
Boston MOST
orating agencies alone. They include child care cen-
vice training opportunities for providers
Contact: Boston MOST Coordinator: Laura Gang
ters, youth-serving agencies, drop-in centers, univer-
Parents United for Child Care
sities and colleges, health care providers, advocacy
development of a college-based academic pro-
Boston School Age Child Care Project
organizations, religious organizations, corporations,
gram culminating in a degree or certificate
30 Winter Street, 7th floor
and government agencies.
implementation of financial assistance programs
Boston, MA 02108-4720
The following list provides a sampling of what this
for families in need of school-age care and practi-
phone: 617-426-8288
database seeks to accomplish:
tioners interested in career development
fax: 617-542-1515
e-mail: [email protected]
Vastly improve communication efforts required to
information and resource sharing via the Internet
create system-wide change.
http://www.wellesley.edu/WCW/CRW/SAC/most-
development of a local school-age conference to
boston.html
Make available information about professional
be held annually
competencies for youth workers, child care work-
Boston MOST maintains a homepage with links to
local fund raising to sustain the project's goals
ers, and nonprofit leaders and managers as well
some of its collaborative partners such as Boston
as advertise the availability of training and educa-
The Wellesley NIOST staff work closely with each
Public Library, Child Care Careers Institute, and Arts
tional opportunities based on these competencies.
community to provide technical assistance and com-
in Progress.
prehensive training support. In addition, the NIOST
Provide linkages to information on models and
facilitates communication between sites and other
Chicago MOST
best practices locally, regionally and nationally in
interested parties at national conferences and annual
Contact: Chicago MOST Coordinator: Leonette Coates
such areas as prenatal care, gang intervention,
retreats to do problem solving and to share lessons
Day Care Action Council of Illinois
and other child and youth development topics.
learned. DeWitt Wallace-Reader's Digest Fund has also
4753 N. Broadway, Suite 1200
Chicago, IL 60640
Significantly increase the involvement of youth,
hired an independent research organization, Chapin
Hall Center for Children, to conduct a multi-year eval-
phone: 773-564-8872
parents, community members and organizers in
uation of the MOST Initiative. At the conclusion of the
fax: 773-561-2256
policy/advocacy efforts by making timely informa-
Implementation Phase (1998), the NIOST will synthe-
e-mail: [email protected]
tion immediately available to them and rapid
responses possible.
size and disseminate a wide range of technical assis-
http://homepage.interaccess.com/chgomost/
tance materials for application in other communities,
with the goal of initiating systematic changes at a
54
Service as a Strategy in Out-of-School Time: A How-To Manual
Provide direct access for parents and youth to
Technology and Access to School-Age Care
and ASQ Advisor and First Steps Training, the North
information such as where to have a child immu-
Seattle MOST created a free database for parents
Carolina School-Age Care Coalition will also have a
nized and what out-of-school activities are avail-
and youth to access information about 300 out-of-
database which can be used to track inquiries about
able in a particular community.
school time programs in Seattle. The database is
accreditation, responses to individual inquiries, and
available via the internet and is also available on-
dissemination of materials. Through Internet access
Reduce the isolation of workers, parents, and
line and in hard copy directories at all Seattle Public
and a home page, school-age programs can review
other caregivers that each day counsel, challenge
Libraries, Public School Libraries and community-
information about the accreditation process, stan-
and care for children and youth.
based agencies serving low-income families, families
dards and strategies for program development. The
It is anticipated that this database will receive wide-
of color and families with children with special
home page will include information of interest to
spread direct use by parents, youth, and profession-
needs. The database features a simple search form
parents, potential funders and the public at large. In
als through access on the Internet via public schools,
which asks users to specify in which neighborhood
addition to accreditation information via computer,
public libraries, park district programs, and in-home
or school area they are searching for a program; and
anyone in North Carolina will also be able to obtain
computers. Other locations for access are also being
what type of activities interest them. The result is a
accreditation information through a toll-free tele-
explored, such as day care centers, corporations,
list of programs tailored to individual needs, which
phone number. Contact: Linda Sisson, NSACA, c/o
and building lobby directories. In addition to devel-
can be displayed and/or printed. Additionally, print-
School-Age Child Care Project, Center for Research
oping their own database, once the collaborators
ed neighborhood directories of programs will be
on Women, Wellesley College, Wellesley, MA 02181,
and other stakeholders get on-line, they will be able
published to give parents a resource guide.
Tel: (617) 283-3460, E-mail: TiLSISSON.
to access a variety of other local, regional and
Community outreach continues to play an important
national databases related to children and youth.
role in ensuring that this service is widely utilized.
3. The Early Childhood & School-Age Forum in the
Children, Youth & Families area on HandsNet.
Seattle MOST
2. National School-Age Care Alliance (NSACA)
http://www.handsnet.org/handsnet/
Contact: Seattle MOST Project Manager: Adrienne
The North Carolina School-Age Care Coalition is lead-
Founded in 1987, HandsNet links some 5,000 public
Bloom
ing the nation in the first pilot of a statewide system
interest and human service organizations across the
School's Out Consortium/YWCA
for school-age care accreditation. The system will be
United States. Network members include national
m8 5th Avenue
based on the National Improvement and
clearinghouses and research centers, community-
Seattle, WA 98101
Accreditation System (NIAS), developed by the
based service providers, foundations, government
phone: 206-461-3602
National School-Age Care Alliance (NSACA) and the
agencies, public policy advocates, legal services pro-
fax: 206-461-4860
National Institute on Out-of-School Time at Wellesley
grams and grassroots coalitions.
e-mail: [email protected]
College (NIOST). This pilot project is funded by a
grant from the American Business Collaboration for
From the NIOST home page you can click on
http://www.pan.ci.seattle.wa.us/seattle/dhhs/most/
Quality Dependent Care.
HandsNet and visit HandsNet on the web. HandsNet
index.htm
on the web offers daily news from HandsNet on
Besides promoting community awareness of accredi-
CONNECT: information about services, forums and
tation, the recruitment and training of endorsers,
members, the latest Action Alerts and The Weekly
55
Service as a Strategy in Out-of-School Time: A How-To Manual
Digest, a sample from the hundreds of policy, pro-
sent ERIC at conferences and workshops. See the
The National Network for Child Care is part of the
gram and resource articles posted each week by
ERIC System page for more information.
National Cooperative Extensions System under the
HandsNet members. The information on HandsNet
U.S. Department of Agriculture. Extension's National
ERIC/EECE contributes to the database in the areas of
on the web is currently available at no charge. In the
Network for Child Care is a group of professionals
child development, the education and care of chil-
future HandsNet plans to offer memberships to an
from across the country who have a vision of safe,
dren from birth through early adolescence, the
expanded service on the web.
caring, accessible child care for all children. NNCC is
teaching of young children, and parenting and family
part of a larger Children, Youth and Family Network
For a membership fee you can join HandsNet on
life. ERIC/EECE is located at the University of Illinois
consisting of National Networks for Child Care,
CONNECT, a full-featured network environment with
at Urbana-Champaign. ERIC/EECE has provided infor-
Science and Technology, Collaborations, Family
interactive forums for human service organizations
mation for educators, parents and families, and indi-
Resiliency and Health Decisions.
to exchange information and resources, and collabo-
viduals interested in the development, education,
rate on a broad range of program and policy issues.
and care of children from birth through early adoles-
These Networks are committed to improving the out-
cence, since 1967.
comes for limited resource families and at-risk chil-
NIOST is the information provider for the School-Age
dren through collaborative efforts. The electronic
Folder on the Early Childhood & School-Age Forum.
The clearinghouse also operates several Internet-
and information service of these Networks is CYFER-
Contact: Lillian Coltin at NIOST, Center for Research
based discussion groups:
NET (Children, Youth, and Family Education Resource
on Women, Wellesley College, Wellesley, MA 02181.
CAMPUSCARE-L on campus children's centers
Network.)
e-mail: [email protected].
ECENET-L on early child education
CYFERNET can be reached at the following web site:
4. Eric Clearinghouse on Elementary and Early
http://www.cyfernet.mps.umn.edu.2400
Childhood Education
ECPOLICY-L on early child policy
http://ericps.crc.uiuc.edu/ericeece.html
6. National Child Care Information Center (NCCIC)
SAC-L on school-age care
http//ericps.ed.uiuc.edu/nccic/nccichome.html
The ERIC Clearinghouse on Elementary and Early
REGGIO-L on the Reggio Emilia (Italy) approach to
Childhood Education (ERIC/EECE) is one of 16 ERIC
The National Child Care Information Center (NCCIC)
early education
clearinghouses funded by the Office of Educational
has been established to complement, enhance and
Research and Improvement (OERI), U.S. Department
PROJECTS-L on the Project Approach
promote child care linkages and to serve as a mech-
of Education. ERIC clearinghouses identify and select
anism for supporting quality, comprehensive services
PARENTING-L on parenting issues
documents and journal articles, and then prepare
for children and families. NCCIC activities include the
entries describing the documents and articles to be
MIDDLE-L on middle education
dissemination of child care information, outreach to
incorporated in the ERIC database, the world's most
ACF grantees, publication of the Child Care Bulletin
frequently used collection of information on educa-
5. National Network for Child Care
and adjunct ERIC Clearinghouse for Child Care.
tion. Clearinghouses also publish digests, mono-
http://www.exnet.iastate.edu/Pages/families/nnco
Technology is vital to improving services for children
graphs, and other publications; answer questions;
and families. Through the Internet, listservs and
disseminate information on the Internet; and repre-
audio-conferences, for example, NCCIC connects
56
Service as a Strategy in Out-of-School Time: A How-To Manual
administrators, organizations, and parents regularly
Links:
National Service on the World Wide Web
to discuss child care issues.
[email protected]
Corporation for National Service
ECCAREER-L is a private electronic discussion list
http://www.nationalservice.org
7. Center for Career Development in Early Care
available only to members of the National Career
and Education at Wheelock College:
Development Network for the Early Childhood
General Service sites
http://ericps.crc.uiuc.edu/ccdece/ccdece.html
and School-Age Fields. ECCAREER-L provides a
AmeriCorps Network Northwest
forum for Network members to discuss the
http://www.nwrel.org/edwork/direct.html
The Center for Career Development in Early Care
progress and challenges of their work on early
and Education at Wheelock College is devoted to
AmeriCorps Resources
childhood and school-age career development
improve the quality of early care and education for
http://ksu.edu/jeffreyj/acorps.index.html
issues, to ask questions of one another, to share
children by promoting the definition of early care
successes, and to solve problems.
Bay Area Volunteer Information Center
and education as a professional field and a field of
http://www.meer.net/taylor/index.htm
study. Through their technical assistance, research
8. Concordia College
and information about conferences happening
http://www.csp.edu/Dept_Pages/sac/sac.html
Campus Outreach Opportunity League (COOL)
around country, they are able to bring about change
http://www.coolzserve.org/cool/home.html
that meets the needs of families, children and the
The Concordia College in St. Paul, Minnesota pro-
child care field.
vides a number of services and information via their
C.O.R.E. Susquehanna AmeriCorps
Web page. They offer information about workshops
http://home.ptd.net/coresusc/
The Center offers week-long intensive seminars for
that they offer, access to their library catalog of
child care professionals that focus on practical, up-
Habitat For Humanity Internet Resources
school-age care materials, descriptions of their pub-
to-date information that can be put to use immedi-
http://www.cwru.edu/CWRU/Org/habhum/wwwhalb
lications and links to many other home pages that
ately. The Advanced Seminars in Child Care
.htm
discuss issues around school-age child care. One of
Administration, administered in partnership with the
the many features that Concordia College offers is
Hands On Atlanta
Wheelock College Graduate School, offer exceptional
the Studying by Distance Learning (BA or MA
http://www.handsonatl.org
opportunities for networking and sharing with other
Program), which allows people through Internet
practitioners, administrators, and policy-makers. For
Impact Online
communication, discussion groups and video and
information about the Advanced Seminars in Child
http://www.impactonline.org/info/index.html
audio tapes to earn their degree without attending
Care Administration contact: Advanced Seminars in
traditional on-campus classes.
Institute for Global Communications
Child Care Administration, The Center for Career
http://www.igc.org
Development in Early Care and Education, Wheelock
LINKS TO INFORMATION ON SERVICE
College, 200 The Riverway, Boston, MA 02215. Ph.
The following internet links will provide information
Invisible College at Portland State Univ.
(617) 738-5200 ext. 279. Fax: (617) 738-0643.
about service at the federal, state and local level.
http://www-adm.pdx.edu/user/invcol/ic.htm
LibertyNet
http://www.libertynet.org
57
Service as a Strategy in Out-of-School Time: A How-To Manual
National School & Community Corps
Wisconsin Clearinghouse for Prevention Resources
Campus Compact National Center for Community
http://www.woodrow.org/urban-ed
http://www.uhs.wisc.edu/wch
Colleges
http://www.mc.maricopa.edu/academic/compact
National Service Resource Center
Youth and Service-Related Sites:
http://www.etr-associates.org/nsrc
CASE (Citizenship and Service Education)
City Year
http://www.city-year.org
http://www.scils.rutgers.edu/case/case.html
Points of Light Foundation
http://www.bilkent.edu.tr/inet-
The Council of Chief State School Officers
National Association of Service and Conservation
non/pointsoflight/welcome.html
Corps (NASCC)
http://www.ccsso.org/
Project STAR (Support and Training for Assessing
http://www.hooked.net/dbiggs/nascc.htm
Diversity University
Results)
SERVEnet
http://hacker.smy.com/tour/ira/data/sect72/list8.html
http://www.projectstar.org/STAR.html
http://www.servenet.org
Eastern Michigan University Office of Academic
SERVEnet
The Youth Source
Service Learning
http://www.servenet.org
http://youth.village.com/
http://www.emich.edu/public/office_asl/home.html.
Support Centers of America
Indiana Department of Education Service Learning
http://www.supportcenter.org/sca/
Service-Learning and Education-Related Sites:
http://ideanet.doe.state.in.us/srvlrn
America Goes Back to School
ValleyNet
http://www.ed.gov/Family/agbts
Lafayette College Community Outreach Center
http://www.valley.net/
Programs
American Association of Community Colleges
http://www.lafayette.edu/millerg/outreach.html
VISTA Link- Electronic Recruitment
http://www.aacc.nche.edu/spcproj/service/service.
http://bcn.boulder.co.us/community/vistalink
htm
Tech Corps
http://www.ustc.org
VISTA Web
AmeriCorps Early Childhood Technical Assistance
http://libertynet.org/zelson/vweb.html
Center
SCALE (Student Coalition for Action in Literacy
Volunteer and Volunteer Management Resources
http://ericps.ed.uiuc.edu/nccic/amercorp/ectac.html
Education)
http://www.unc.edu/depts/scale/index.html
http://www.halcyon.com/penguin/sym.htm
Association for Experiential Education
http://www.princeton.edu/rcurtis.aee.html
University of Colorado Service-Learning Center
West Coast LISC AmeriCorps
http://csf.colorado.edu/sl
http://www.garlic.com/tam/LISC
Berkeley Service Learning
http://www-gse.berkeley.edu/research/slc/service-
University of Michigan Office of Community
Who Cares
learning.html
Service Learning
http://www.whocares.org
http://www.umich.edu/ocsl
58
Service as a Strategy In Out-of-School Time: A How-To Manual
University of Pennsylvania Program for Student-
The Texas Commission on Volunteerism and
Community Involvement
Community Service
http://dolphin.upenn.edu/psci
http://www.txcncs.state.tx.us/
US Department of Education
Utah Commission on Volunteers
http://www.ed.gov
http://www.volunteers.state.ut.us/commission.htm
Virginia Tech Service Learning Center
We want to hear from you..
http://ccserver.phil.vt.edu/www/SL/index.html
The National Institute on Out-of-School Time's
(NIOST's) mission is to improve the quantity and
State Commissions on National Service:
quality of school-age child care programs nationally
California Commission on Improving Life Through
through collaborative work with communities, indi-
Service
viduals, and organizations, and to raise the level of
http://www.impactonline.org/caameric
public awareness about the importance of children's
Florida Commission on Community Service
out-of-school time. NIOST concentrates its efforts in
http://www.fccs.org
four primary areas-research, education and training,
consultation, and program development.
The Kentucky Community Service Commission
http://www.occ.uky.edu/kcsc.html
Do you have a MOST-like initiative in your communi-
ty? Interested in starting one up? Please talk to us
The Maine Commission For Community Service
about it-let's share ideas and collaborate!
http://www.state.me.us/spo/mccs/mc_home.htm
Lillian Coltin, Project Associate
The Maryland Governor's Commission on Service
NIOST, MOST Initiative
http://www.mgcos.state.md.us/mgcos
Center for Research on Women
106 Central Street
The Missouri Community Service Commission
Wellesley, MA 02181-8259
http://services.state.mo.us/ltgov/homepg.htm
(617) 283-2539 Fax: (617) 283-3657
The New Hampshire Commission on National and
e-mail: [email protected]
Community Service
http://www.americorps.nh.com/
The North Carolina Commission on National and
Community Service
http://www.nccu.edu/tbaker/welcome.html
59
Service as a Strategy In Out-of-School Time: A How-To Manual
60
Service as a Strategy In Out-of-School Time: A How-To Manual
Appendix F
NATIONAL RESOURCES ON OST
National Child Care Information Center
National Institute on Out-of-School Time (NIOST)
301 Maple Avenue West, Suite 602
OTHER
Vienna, VA 22180
Center for Research on Women
Tel.(8oo) 616-2242
OUT-OF-
Wellesley College
Fax (800) 716-2242
106 Central Street
http://ericps.ed.uiuc.edu/nccic/nccichome.html
SCHOOL
Wellesley, MA 02181
Tel.(781)283-2547
NCCIC provides linkages to school-age care resources
TIME
Fax (781)283-3657
and published The Child Care Bulletin.
http://www.wellesley.edu/WCW/CRW/SAC
RESOURCES
National 4-H Council
Resources include The School-Age Fact Sheet,
Southern Region
Spotlight on MOST, and ASQ Resource Manual. The
Alcorn State Cooperative Extension
Institute provides training, technical assistance, con-
P.O. Box 479
sultation, and resource materials.
Lorman, MS 39096-9402
Tel.(601) 877-6556
School-Age Notes
Fax (601) 877-6219
P.O. Box 40205
e-mail: [email protected]
Nashville, TN 37204
Tel.(615)242-8464
Western Region
Fax (615)242-8260
University of Idaho Cooperative Extension
103 Morrill Hall
School-Age Notes is a newsletter for the field, and
University of Idaho
distributes many other publications.
Moscow, ID 83844
Tel.(208) 885-6321
Search Institute
Fax (208) 885-6198
Thresher Square West
e-mail: [email protected]
700 South Third Street, Suite 210
Minneapolis, MN 55415
Northeast Region
Tel.(612)376-8955
University of Connecticut Cooperative Extension
Fax (612)376-8956
1376 Storrs Road
Storrs, CT 06269-4036
Resources on developing programs for youth based
Tel. (860) 486-0101
on developmental assets.
Fax (860) 486-4128
e-mail: [email protected]
61
Service as a Strategy In Out-of-School Time: A How-To Manual
North Central Region
America Reads: A National Challenge
To Learn and Grow
Kansas State University
Corporation for National Service
Corporation for National Service
Justin Hall
1201 New York Avenue, N.W.
1201 New York Avenue, N.W.
Manhattan, KS 66506
Washington, DC 20525
Washington, DC 20525
Tel.(913) 532-1484
Tel. (202) 606-5000
Tel. (202) 606-5000, ext. 280
Fax (913) 532-5055
Fax (202) 565-2784
Fax (202) 565-2784
e-mail: [email protected]
http://www.nationalservice.org
http://www.nationalservice.org
National School-Age Care Alliance (NSACA)
U.S. Army's Credential for School-Age Care
Boys and Girls Clubs of America
1137 Washington Street
Providers
1230 West Peachtree Street, N.W.
Dorchester, MA 02124
Headquarters Department of the Army
Atlanta, GA 30309
Tel.(617) 298-5012
CFSC-SFCY
Tel. (404) 815-5778
Fax (617) 298-5022
2461 Eisenhower Avenue, Room 1408
Fax (404) 815-5789
e-mail: [email protected]
Alexandria, VA 22331-0521
http://bgca.org
Tel. (703) 325-0710
Making the Most of Out-of-School Time
e-mail: [email protected]
Campfire Boys and Girls
MOST Initiative
4373 Westover Place, N.W.
National Institute on Out-of-School Time
Save the Children Out-of-School Time
Washington, DC 20016
Center for Research on Women
Rural Initiative
Tel./Fax (202) 364-3240
Wellesley College
National Institute on Out-of-School Time
http://www.campfire.org/
106 Central Street
Center for Research on Women
Wellesley, MA 02181
Wellesley College
Project Spirit
Tel. (781) 283-2526
106 Central Street
African American Family Institute
Fax (781) 283-3657
Wellesley, MA 02181
555 South Dakota Avenue, N.W.
e-mail: [email protected]
Tel. (781) 283-3497
Washington, DC 20011
http://www.wellesley.edu/WCW/CRW/SAC/most.html
Fax (781) 283-3657
Tel. (202) 269-0049
e-mail: [email protected]
Fax (202) 269-9216
American Business Collaboration for Quality
http://www.wellesley.edu/WCW/CRW/SAC/SAVE.html
Dependent Care (ABC)
YMCA of the USA
930 Commonwealth Avenue
101 North Wacker Drive, 14th Floor
Boston, MA 02215
Chicago, IL 60606
Tel. (617) 278-4111
Tel. (8oo) 872-9622
Fax (617) 232-5302
http://www.ymca.net
62
Service as a Strategy in Out-of-School Time: A How-To Manual
YWCA of the USA
Forum of Educational Organization Leaders
726 Broadway
1001 Connecticut Avenue, N.W., Suite 310
New York, NY 10003
Washington, DC 20036
Tel. (212) 614-2805
Tel. (202) 822-8405
Fax (212) 290-7362
Fax (202) 872-4050
http://www/ywca.org/
e-mail: [email protected]
U.S. Department of Education
National Association of Child Care Reference and
600 Independence Avenue, S.W.
Referral Agencies (NACCRRA)
Building FBIO, Room 4168
1319 F Street, N.W., Suite 810
Washington, DC 20202
Washington, DC 20004
Tel. (202) 401-3132
Tel. (202) 393-5501
Fax (202) 401-3036
Fax (202) 393-1109
e-mail: Adriana de [email protected]
e-mail: [email protected]
U.S. Department of Health and Human Services
Administration on Children, Youth and Families,
Child Care Bureau
200 Independence Avenue, S.W., Third Floor,
Room 320F
Washington, DC 20201
Tel. (202) 401-6947
Fax (202) 690-5600
e-mail: [email protected]
Save the Children
54 Wilton Road
P.O. Box 950
Westport, CT 06880
Tel. (203) 221-4006
Fax (203) 221-4082
e-mail: [email protected]
63
Service as a Strategy in Out-of-School Time: A How-To Manual
64
Service as a Strategy in Out-of-School Time: A How-To Manual
Appendix G
HIGHLIGHTS OF RESEARCH FINDINGS
year-olds watches television five or more hours a
National Institute on Out-of-School Time
day (Carnegie Corporation of New York, 1996).
RESEARCH
February 1997
Research indicates that watching more than three
hours per day or watching violent programming
AND
Child Outcomes
places children at risk for a number of negative
What children do during out-of-school time will have
outcomes.
STATISTICS
a major influence on their academic achievement and
Several studies have found that children who are
life success. The kinds of relationships they develop
ON OUT-OF-
heavy television viewers perform poorly on litera-
with adults and peers are also important factors in
cy-related skills compared to their peers.
their development. Research has shown that children
SCHOOL
who spend many hours without adult supervision are
Watching television may increase aggressive
at risk for a number of negative outcomes.
behavior and have other negative consequences,
TIME
including desensitivity to violence and the belief
The three desired outcomes for children in out-of-
that the world is a more violent place.
school time are:
Watching educational television may increase
Developing emotionally supportive relationships
prosocial skills.
with adults and other children.
Out-of-school time is an opportunity for children to
Developing skills and interests.
develop their social competence and make lasting
Having access to a place that supports develop-
friendships. Children who spend more time with
ment of positive relationships and enriching expe-
friends may have more opportunities to develop
riences.
social skills, which have been related to higher lev-
els of both self-esteem and academic skills (Miller,
Highlights of the research on how out-of-school time
1995). In addition, research indicates that children
affects children's development include:
who have the opportunity for social connections in
Out-of-school time activities provide opportunities
the after-school hours are more well-adjusted and
for children to build on what they have experi-
happier than those who do not (Belle & Burr, 1989).
enced in school, develop areas of skills and inter-
Research repeatedly demonstrates that the intel-
est, and develop relationships with caring adults.
lectual growth of young children depends greatly
Research on resiliency has found that these factors
on the interactions they have with their parents
are related to adult success (Miller, 1995).
or caregivers, particularly the verbal interplay
Television is the most frequent activity during
that takes place in the context of affectionate
children's out-of-school time: one in four nine-
relationships (Carnegie Corp. of New York, 1996).
65
Service as a Strategy In Out-of-School Time: A How-To Manual
Children who spend out-of-school time "hanging
handle conflict better, develop an interest in
Children's feelings about their school-age program
out" with peers may be less likely to achieve in
recreational reading, and get better grades as a
were heavily influenced by their experiences with
school and more likely to engage in a range of
result of program involvement (Riley et al., 1994).
the staff. For example, when staff were more neg-
risk-taking behaviors. Children under adult super-
Principals note that vandalism in the schools
ative in their interactions with children, children
vision during out-of-school time are less likely to
decreased as a result of the programs.
reported that staff were emotionally nonsupport-
be susceptible to peer pressure (Miller, 1995).
ive. Furthermore, the children indicated that they
Quality of programming
did not want to be at the program (Rosenthal &
Certain groups of children are at increased devel-
Defining a high quality school-age program is not an
Vandell, in press).
opmental risk when they spend time in self-care,
easy task, especially in a field with as much variation
particularly low income children who reside in
Positive behavior management and sensitive
in program models and goals as school-age care.
urban areas (Miller, 1995).
However, a number of recent studies indicate charac-
interactions are associated with staff's ability to
meet the needs of children regardless of gender,
Latchkey children are at significantly greater risk
teristics of programs that are linked to higher quality
temperament, or family circumstances (Vandell et
of truancy from school, stress, receiving poor
experiences for children, and some of the ways in
al., 1996). When staff members understood family
grades, risk-taking behavior, and substance use
which children benefit from attending good programs.
situations, they were better able to provide emo-
(Dwyer et al., 1990).
Existing studies show that when staff are well-trained
tional support and instrumental assistance to the
and experienced, groups sizes and ratios are low, and
When school-age programs are well-designed,
children in their care.
a variety of enriching experiences are offered, chil-
they can raise academic achievement, but when
dren do well and enjoy school-age programs.
Staff turnover affects program quality. Staff who
they are of low quality, with poorly trained staff
Highlights of the research on quality and school-age
had worked in a school-age program longer knew
and few age-appropriate activities, participants
the children better, knew more about their home
may do worse in school than children who are
programs include:
situations, and were more likely to seek out chil-
cared for by a parent or a sitter or even left
A recent study of school-age programs emphasizes
dren when they started skipping the school-age
alone (Carnegie Corporation of New York, 1996).
the importance of well-trained staff.
program (Halpern, 1992).
Children attending quality school-age programs
As the ratio of children to staff increased, staff
Child and community-centered philosophy, staff
may have better peer relations, emotional adjust-
had more negative interactions with children
characteristics, and age-appropriate activities are
ment, and better grades and conduct in school
(Rosenthal & Vandell, in press).
important components of a successful school-age
than their peers in other care arrangements
program (Vandell et al., 1996).
(Posner & Vandell, 1994). These children are
When staff lacked formal training and education,
exposed to more learning opportunities, spend
interactions were more negative (Rosenthal &
Children were much more positive about attend-
more time in academic activities and enrichment,
Vandell, in press).
ing school-age programs when there was a greater
and spend less time watching TV.
diversity of activities and when they had some
When school-age programs offered a great variety
choice in selecting activities (Halpern, 1992;
Teachers indicate children in good quality school-
of activities, staff-child interactions were more
Rosenthal & Vandell, in press).
age programs become more cooperative, learn to
positive (Rosenthal & Vandell, in press).
66
Service as a Strategy in Out-of-School Time: A How-To Manual
Barriers
out-of-school time, yet communities cannot meet
Support and create collaborations at the commu-
Despite the potential benefits of school-age pro-
their goals for children without adequate
nity level. Areas for collaboration include: 1)
grams, only a small percentage of school-age chil-
resources. At the state level, administrators need
informal resources for leisure time, including
dren-an estimated II percent of all children ages
to work across agencies to create an optimal
parks, playgrounds, museums, libraries, and com-
five-to-twelve in 1990-are currently enrolled
environment for communities and children,
munity festivals; 2) child care programs; 3) lessons
(Hofferth et al., 1991). Many barriers exist, from
including funding, access to information, and
and recreational activities, including drop-in and
lack of awareness of the benefits of programs to
incentives for collaboration.
community center programs, and 4) summer pro-
affordability and transportation issues.
grams (Miller, 1995).
Create structures for inter-agency collaboration at
The overwhelming dependence of programs on
the state level between agencies working on
Promote high-quality educational television and
income from parent tuition fees places school-age
issues related to recreation, youth development,
access to other electronic media for improving
programs out of reach for many families
parent education, family support, child care, and
instruction (Carnegie Corporation of New York,
(Seppanen et al., 1993).
related areas.
1996).
Children may not be able to attend school-age
Increase funding of community out-of-school time
Promote parent involvement and parenting skills
programs because parents do not feel trusting of
resources to increase quality of existing services,
through parent support and educational pro-
the staff and program (Gravett et al., 1987; Miller
expand services as necessary, and increase access
grams.
et al., 1996).
for low-income children.
Encourage continuity of relationships with staff
Children may not participate in school-age pro-
Improve the quality of existing services, where
and other adults that will facilitate relationships
grams because they are needed at home where
such improvement is needed, and through system-
that result in supportive learning communities
they serve as caregivers for younger siblings
atic methods of assessing and improving quality
(Carnegie Corporation of New York, 1996).
(Miller et al., 1996).
of out-of-school time for children in formal set-
Develop and disseminate materials to help par-
tings (Miller, 1995).
Children who attend schools outside their neigh-
ents with their children's out-of-school time
borhoods may not be able to participate in school-
Expand and improve out-of-school time programs,
(Miller, 1995).
age programs because of transportation problems.
so that program activities are linked to what chil-
dren are learning in school (Carnegie Corporation
REFERENCES
School-age programming is often not available for
of New York, 1996). Promulgate licensing stan-
Belle, D. & Burr, R., 1989. Alone and with others: The
older school-age children, and what is available is
dards designed to ensure that at least a minimal
context of children's after-school experiences.
not always well designed to meet the needs of
quality of care is provided to children, and ade-
Unpublished paper, Department of Psychology;
older children.
quately fund enforcement to ensure timely moni-
Boston University.
toring. In addition, use public funds as an incen-
Policy and Community Recommendations
Carnegie Corporation of New York, 1996. Years of
tive for programs to increase quality.
Community action is the key to expanding and
Promise; A Comprehensive Learning Strategy for
improving opportunities for children during their
America's Children. New York, NY: Carnegie
67
Service as a Strategy in Out-of-School Time: A How-To Manual
Corporation of New York.
Riley, D., Steinberg, J., Todd, C., Junge, S., & McClain,
I., 1994. Preventing Problem Behaviors and Raising
Dwyer, K.M., Richardson, J.L., Danley, K.L., Hansen,
Academic Performance in the Nation's Youth: The
W.B., Sussman, S.Y., Brannon, B., Dent, C.W., Johnson,
Impacts of 64 School Age Child Care Programs in 15
C.A., & Flay, B.R., 1990. Characteristics of eighth-grade
States Supported by the Cooperative Extension
students who initiate self-care in elementary and
Service Youth-at-Risk Initiative.
junior high school. Pediatrics, 86, 448-454.
Rosenthal, R. & Vandell, D., in press. Quality of Care
Gravett, M., Rogers, C.S., & Thompson, L., 1987. Child
at School-aged Child Care Programs: Regulatable
care decision among female heads of households
Features, Observable Interactions, Child
with school-age children. Early Childhood Research
Perspectives, and Parent Perspectives.
Quarterly, 2, 67-81.
Seppanen, P.S., Love, J.M., deVries, D.K., Bernstein,
Halpern, R., 1992. The Role of After-School Programs
L., Seligson, M., Marx, F., & Kisker, E.E., 1993.
in the Lives of Inner-City Children: A Study of the
National study of before & after school programs
"Urban Youth Network". Child Welfare League of
(Final report to the Office of Policy and Planning,
America, LXXI, Number 3, May-June, 215-230.
U.S. Department of Education). Portsmouth, NH: RMC
Hofferth, S., Brayfield, A., Diech, S., & Holcomb, P.,
Research Corporation.
1991. The National Child Care Survey, 1990.
Vandell, D.L., Shumow, L., & Posner, J.K., 1996.
Washington, DC: Urban Institute Press.
Children's After-School Programs: Promoting
Miller, B.M., 1995. Out-of-school time: Effects on
Resiliency or Vulnerability. Chapter in unpublished
learning in the primary grades (Action Research
paper, University of Wisconsin, Northern Illinois
Paper ed., Vol. 4). Wellesley, MA: SACCProject,
University.
Wellesley College Center for Research on Women.
Miller, B., O'Connor, S., Sirignano, S., & Joshi, P.,
1996. "I Wish the Kids Didn't Watch So Much TV";
Out-of-School Time in Three Low Income
Communities. Wellesley, MA: SACCProject, Wellesley
College Center for Research on Women.
Posner, J.K. & Vandell, D.L., 1994. Low-income chil-
dren's after-school care: Are there beneficial effects
of after-school programs? Child Development, 65,
440-456.
68
Service as a Strategy In Out-of-School Time: A How-To Manual
FACT SHEET ON SCHOOL-AGE CHILDREN'S OUT
years living in the U.S. Of these children, 21.2 million
School-age children of employed mothers are most
OF SCHOOL TIME
lived with a mother who was employed, and an addi-
likely to be cared for by a parent (33%), followed by
hildren spend less than 20 percent of their wak-
tional 953,000 lived with an unemployed mother (cur-
care by a relative (23%), lessons (15%), center-based
C
ing hours in school.
rently seeking employment) and 999,000 lived with a
after-school program or day care center (14%), family
mother enrolled in school. An estimated 912,000 chil-
day care (7%), self-care (4%), and in-home provider
Schools are typically open less than half the days of
dren in this age range lived with a single father who
(3%), according to the NCCS.
the year, and when open provide care only until
was employed, 61,000 with an unemployed father, and
mid-afternoon. What happens during the other 80
These percentages reflect the primary care arrange-
9,000 with a single father enrolled in school.
percent is critical to children's development.
ment-the one where the child spends most of his or
An estimated 17 million parents need care for their
her non-school hours during a typical week.
What children do during non-school hours has a critical
school-age children during their hours of work.
Secondary care arrangements are as follows: care by
impact on school achievement and long-term success.
a parent (55%), lessons (19%), relative (14%), self-care
In 1991, the Census Bureau found that 14.9 million
Whether or not their mother is employed, research
(4%), family day care (3%), center care (3%), in-home
employed mothers had children between the ages of
indicates that the activities children engage in, as
provider (1%) and other (1%).
5 and 14. An additional 681,000 mothers were unem-
well as the quality of adult supervision they receive,
ployed and 642,000 were enrolled in school. An esti-
Experts estimate that nearly 5 million school-age
are as important as family income and parents' edu-
mated 728,000 employed single fathers lived with
children spend time without adult supervision during
cation in determining academic success.
school-age children, in addition to 50,000 unem-
a typical week.
Children spend more of their out-of-school time
ployed fathers who were seeking employment and
Exact figures are not available, due to parents' reluc-
watching television than in any other single activity.
9,000 fathers who were attending school..
tance to report that they leave children alone. Older
Children's television viewing has been associated
children are much more likely to spend time on their
Child Care Arrangements of School-Age Children
with lower reading achievement, behavior problems,
own than younger children. Data from the NCCS sug-
Unlike preschool children, school-age children are like-
and increased aggression. Television is not necessar-
gest that less than 5% of children under age 8 are reg-
ly to spend time in many different care arrangements.
ily harmful to all children, but when they watch
ularly in self-care at any time during the week during
more than three hours a day and/or watch programs
According to the National Child Care Survey 1990
the week compared to nearly 35% of twelve-year-olds.
with violent content, negative outcomes are increas-
(NCCS), 76 percent of school-age children with an
Approximately 1.7 million children in kindergarten
ingly likely.
employed mother spend time in at least two child
through grade 8 were enrolled in 49,500 formal before-
care arrangements during a typical week, in addition
and/or-after-school programs in 1991, according to the
School-Age Children with Employed Parents
to their time in school. Based on a nationally repre-
National Study of Before and After School Programs.
Approximately 24 million school-age children require
sentative sample of parents of children under the
child care.
age of 13, the NCCS examined both primary and sec-
The study found that 83 percent of those enrolled in
ondary care arrangements for school-age children, in
after-school programs are in the pre-kindergarten
According to the Bureau of the Census, in 1991 there
addition to the hours they spend in school (see
through third grade age range.
were 36.7 million children between the ages of 5 and 14
Hofferth et. al., 1991 in references).
69
Service as a Strategy in Out-of-School Time: A How-To Manual
Effects of Out-of-School Time on Families and
more cooperative (34%), learned to handle conflicts
Washington, DC: The Urban Institute Press.
Community
better (37%), developed an interest in recreational
Studies have found that latchkey children are more
reading (33%), and were getting better grades (33%).
Miller, B.M. (1995). Out-of-school time: Effects on
likely to engage in risky behaviors, especially urban
Over one-third (35%) of the school principals stated
learning in the primary grades (Action Research
children and those who have little access to adult
that vandalism in the school had decreased as a
Paper No. 4). Wellesley, MA: SACCProject, Wellesley
supervision.
result of the programs. In addition, 16 percent of the
College Center for Research on Women.
program children had avoided being retained in
According to one recent large-scale study, latchkey
Myers, J. and Kyle, J.E. (1996). Critical needs, critical
grade due to program participation, resulting in a
children are at significantly greater risk of truancy
choices: A survey on children and families in America's
savings of over $1,000,000.
from school, stress, receiving poor grades, risk-taking
cities. Washington, DC: National League of Cities.
behavior, and substance use (Dwyer et. al, 1990).
Public officials are recognizing the importance of
Posner, J.K. & Vandell, D.L. (1994). Low-income chil-
These researchers also found that children who
school-age care.
dren's after-school care: Are there beneficial effects of
spend more hours on their own and those who began
In a 1995 survey conducted by the National League of
after-school programs? Child Development, 65, 440-456.
self-care at younger ages are at increased risk.
Cities (Meyers and Kyle, 1996), child care and before-
Riley, D., Steinberg, J., Todd, C., Junge, S., McClain, 1.
A number of studies have found that children who
and after-school care together were seen as one of
(1994). Preventing problem behaviors and raising aca-
attend good school-age child care programs during
the most pressing needs for children and families by
demic performance in the nation's youth: The impacts
the time when their parents are working may experi-
92 percent of all respondents. No other need
of 64 school age child care programs in 15 states sup-
ence positive effects on their development.
received this rating from such a high percentage of
ported by the Cooperative Extension Service Youth-at-
respondents, such needs included: housing, family
Most recently, Posner and Vandell (1994) found that
Risk Initiative. Madison, WI: University of Wisconsin.
stability, drug and alcohol abuse, education, crime,
children attending after-school programs had better
welfare reform, and a host of other issues.
Seppanen, P.S., Love, J.M., deVries, D.K., Bernstein,
peer relations, emotional adjustment, and better
L., Seligson, M., Marx, F., & Kisker, E.E., (1993).
grades and conduct in school than their peers in
RELATED MATERIALS
National study of before & after school programs
other care arrangements. These children were
Condry, J. (1993). Thief of time, unfaithful servant:
(Final report to the Office of Policy and Planning,
exposed to more learning opportunities, spent more
Television and the American child. Daedalus, 122,
U.S. Department of Education). Portsmouth,
time in academic activities and enrichment, and
259-278.
NH: RMC Research Corporation.
spent less time watching television.
Dwyer, K.M., Richardson, J.L., Danley, K.L., Hansen,
U.S. Bureau of the Census. (1994b). Current
Teachers and principals are recognizing the positive
W.B., Sussman, S.Y., Brannon, B., Dent, C.W., Johnson,
Population Reports: P 70-36. Who's minding the kids?
effects of good quality programs on their students.
C.A., & Flay, B.R. (1990). Characteristics of eighth-
Child care arrangements: Fall 1991. Washington, DC:
The Cooperative Extension Service (Riley et. al., 1994)
grade students who initiate self-care in elementary
U.S. Department of Commerce.
studied the effects of 64 programs that had received
and junior high school. Pediatrics, 86, 448-454.
Extension assistance in 15 states. Teachers said that
Hofferth, S.L., Brayfield, A., Diech, S., & Holcomb, P.
the programs had caused the children to become
(1991). The National Child Care Survey 1990.
70
Service as a Strategy In Out-of-School Time: A How-To Manual
APWA
mencan,Public.Welfare Association
Statewide
Automated Child
Welfare Informati
Systems
Survey of State
Progress
Acknowledgments
T
his report and the survey were developed and written by Margaret
Trostel, senior analyst in the Family and Child Welfare department of
the American Public Welfare Association (APWA), with the support of
many partners. Project managers for Statewide Child Welfare Information
Systems (SACWIS) (Julia Brady, Division of Family Services FACTS liaison,
Delaware Department of Children, Youth, and Their Families; Dave Schneider,
FACS project manager, Iowa Department of Human Services; Jean Kendall,
Project Manager, Kentucky Cabinet for Families and Children; and Debby
Wattman, CAPS project manager, Texas Department of Protective and
Regulatory Services) reviewed and commented on an outline for the survey
instrument. These individuals, along with other SACWIS project managers
(Gene Thompson, KIDS project director, Oklahoma Department of Human
Services; and Sheldon Elman, project director, Division of Child and Family
Services, Utah Department of Human Services) and APWA policy associate
Bob Reeg provided helpful comments on the survey instrument draft. Tom
Pomonis, project manager, North Dakota Department of Human Services, and
Carrie Friedman, chief of management information systems, Rhode Island
Department of Children, Youth, and Families, reviewed a draft of the report.
Betsey Rosenbaum, director of APWA's Family and Child Welfare
Department, and APWA associate executive director Beverly Yanich provided
feedback and guidance all along the way. Theresa Finchio, the Family and
Child Welfare department's administrative assistant, tabulated data, designed,
created, and proofread the report tables, and formatted the final report.
APWA Family and Child Welfare staff would like to extend their thanks to the
51 SACWIS project managers who responded to this survey.
APWA's work tracking information technology in child welfare is funded by
the Annie E. Casey Foundation and the Edna McConnell Clark Foundation.
APWA continues its long-standing partnership with these foundations to
promote innovation and local and community-based approaches.
Table of Contents
Highlights of Results
vii
Introduction and Background
1
Purpose and Background of the Survey
1
SACWIS History
2
Survey Results
5
Status of Automation Before SACWIS
5
Current Status of SACWIS Projects
7
System Components
11
System Interfaces
15
System Integration
18
System Architecture
18
SACWIS Contracting Activity
19
Networks
21
User Access and Security
22
Conclusions and Outlook
25
Appendices
27
Appendix A: Reference Tables
29
Appendix B: Survey Instrument
61
iii
List of Tables
Table 1: Extent of Automation Before October 1, 1993
5
Table 2: Current Status of SACWIS Projects
7
Table 3: Progress of SACWIS Projects Relative to
1996 Funding Extension
9
Table 4: Statewide Implementation Dates
10
Table 5: System Components
12
Table 6: Out-of-Scope Components
14
Table 7: Risk Assessment
15
Table 8: Interfaces
17
Table 9: Stand-Alone vs. Integrated Systems
18
Table 10: System Architecture
19
Table 11: Use of Contractors
20
Table 12: LANs and WANs
22
Table 13: Internet Connections
22
Table 14: Remote Access
23
V
Highlights of Results
T
his report documents progress made by states since Congress authorized
enhanced funding for Statewide Automated Child Welfare Information
Systems (SACWIS) in 1993. Following are the highlights of the survey
results.
In 1993, state child welfare agencies had a long way to go to automate fully
child welfare programs and practice. While only two states had no child
welfare automation when Congress created the enhanced funding, no state
had a statewide system. Moreover, the automation that did exist supported
high-level administrative functions rather than frontline casework and
planning.
The enhanced funding has provided a significant stimulus for development
of statewide systems. Forty-eight states and the District of Columbia plan to
develop a SACWIS. At the time of the survey, nine states had implemented
statewide child welfare information systems. By the year 2001, three-
quarters of the states (37 states) will have implemented statewide systems.
The addition of a fourth year of enhanced funding in the 1996 welfare
reform bill has contributed to states' progress. The number of states with
implemented statewide systems will double in fiscal year 1997 (the additional
year) to 16 states, while the remaining two-thirds of the states that plan to
build a system will have moved closer to their implementation dates.
States are building comprehensive systems that support frontline casework
as well as administration and policymaking. Nearly every SACWIS includes
child welfare service components such as child protection (e.g., intake and
investigation), out-of-home care, preventive services, and independent living.
A significant majority of SACWIS also streamline administrative functions
by handling licensing, as well as financial and staffing functions. Nearly
three-quarters of SACWIS include a risk assessment component.
To the extent they improve agency or program operations, services such as
mental health, substance abuse, domestic violence, and juvenile justice are
included in a third to one-half of the SACWIS. A smaller number of
SACWIS include such services as adult protection and child care. These
services were not explicitly outlined in the HHS final rule on SACWIS, and
vii
some have been paid for by other state and federal funds rather than the
enhanced SACWIS match.
A majority of SACWIS interface with other systems, including Title IV-A
(88 percent), Title IV-D (88 percent), Title XIX (80 percent), and accounting
(65 percent). A smaller proportion of the SACWIS include interfaces with
family courts, education systems, human resources, and other state systems.
A small number of states (12 states, or 24 percent) have integrated their
SACWIS with other state systems. Nebraska has the most extensively
integrated system, which includes most of the federally funded human
service programs and some state ones as well. Most states chose to build
stand-alone SACWIS.
SACWIS represents the first extensive use of client-server architecture for
state human service information systems. Three-quarters of the states (37
states) will have systems with client-server architecture or a combination of
mainframe and client-server architecture.
States are relying extensively on contracted services to develop and build
their systems, and to train staff to use the new systems. Because client-server
architecture is new to states and takes much time and resources to support, it
is likely that states will continue to use outside help to maintain their
systems. The cost implications of this support may be significant.
Most states (45, or 92 percent) are connecting SACWIS users with local area
networks (LANs). Forty-two of those states are using a combination of
LANs and wide area networks (WANs). About half of the states (26, or 53
percent) will allow users access to the Internet, and 20 states (41 percent) will
have their own intranets.
Remote access to SACWIS applications and e-mail will provide added
flexibility for workers in about half the states (26 states, or 53 percent).
SACWIS project managers are building in a variety of measures to ensure
the security of the system and confidentiality of the information in the
system.
viii
Introduction and Background
I
n 1993, Congress provided enhanced funding to states to build
comprehensive information systems for child welfare programs and services.
Congress recognized the critical importance of automation to improve the
efficiency and productivity of casework and program management for the
nation's vulnerable families and children. With an eye to modernizing the way
public child welfare staff do their work, Congress created a generous financial
incentive for statewide automation, even extending it for one year beyond the
original three-year window. The U.S. Department of Health and Human
Services (HHS) subsequently launched a unique partnership with states to plan,
design, and build these systems.
As the fourth and final year of this enhanced funding for statewide automated
child welfare information systems (SACWIS) nears its close, it is time to take
stock of the progress states have made. Frontline workers in nearly half of the
states-who had little or no information technology in field offices-now see a
computer on every desk. Program managers are beginning to see accurate and
timely data that will inform their decision-making. But not all states have
completed systems, and those that have them now face the challenges of fine
tuning, ongoing maintenance and upgrading, and managing the organizational
and cultural implications of technology. Information that can help SACWIS
project managers with effective planning and problem solving continues to be
vital.
Purpose and Background of the Survey
This report is the fifth in a series that has tracked SACWIS implementation
since enhanced federal funding became available in 1993. In July of 1994,
APWA released Child Welfare Information Systems: Some Concepts and Their
Implications. This publication provided a framework for child welfare and
other human service administrators to think about the role of technology in
their agencies. In April 1995, APWA published a report on the results of a
survey on the status of Adoption and Foster Care Analysis and Reporting
Systems (AFCARS)¹ and SACWIS. In November of the same year, a report on
the organizational impact of child welfare information systems provided case
studies from two of the first states to implement SACWIS statewide, Iowa and
Texas. Finally, an article in the September 1996 issue of APWA's W-Memo
reported on the implications of welfare reform for SACWIS and included a
selective survey of 19 states.
This survey, conducted in April 1997, was designed to document further the
implementation of SACWIS in the states. APWA surveyed SACWIS project
managers by mail in all 50 states and the District of Columbia. All 51 project
managers responded. (A copy of the survey instrument is in Appendix B.)
Many of the questions concern the progress of SACWIS projects, as well as the
component parts of each state's system. APWA staff have received calls over
the past months about what states are doing or whether any state system
includes a particular component or function. The information gathered in this
survey can serve as reference material to help answer these questions. The
charts in the appendices provide details on such topics as system components,
interfaces, and technical architecture. For SACWIS project managers in
particular, these charts are meant to provide a resource or referral. For other
child welfare and human service administrators, as well as general observers, this
report is designed to give a broad overview of what these new systems look like
and how the child welfare field office may be changing before our eyes.
SACWIS History
In the 1993 Omnibus Budget Reconciliation Act (P.L. 103-66), Congress made
enhanced funding available to states for three years to plan, design, develop, and
install statewide information systems for child welfare. In the Personal
Responsibility and Work Opportunity Reconciliation Act of 1996 (P.L. 104-
193), Congress extended its offer of enhanced funding for a fourth year. Under
Title IV-E of the Social Security Act, the federal government will reimburse
state agencies for 50 percent of the administrative costs related to foster care and
adoptive placements-including costs related to data reporting and information
systems-for children who qualify for federal funding. The 1993 legislation
increased the federal share to 75 percent for three years for comprehensive
statewide child welfare information systems.
I
AFCARS is a set of data-reporting requirements with origins in the Omnibus Budget Reconciliation Act
of 1986 and a subsequent advisory committee on foster care and adoption data collection.
2
This increased funding level is significant: not only does it supplement state
spending, it also applies to systems that state staff use in their work with all
children and families in the child-welfare system, including those funded with
state-only dollars. It also is the first time that such an incentive-which had
been used in other human service programs to stimulate information systems
development-has been available for child welfare programs.
To qualify for the enhanced funding, a state's SACWIS must:
meet AFCARS requirements;
be capable of interface, to the extent practicable, with the state data
collection system on child abuse and neglect and with the state's eligibility
system for Title IV-A of the Social Security Act (cash assistance, now called
Temporary Assistance for Needy Families or TANF); and
be likely to provide more efficient, economical, and effective administration
of the programs carried out under Titles IV-B or IV-E.
To enable states to access these funds quickly, HHS dispensed with a notice of
proposed rulemaking (NPRM), and published an interim final rule on
December 22, 1993. On the same day, HHS published its long-awaited final
rule for AFCARS.² The timing of the publication of these two rules
underscored the importance of information systems to child welfare data
collection and decision-making.
Comprehensive child welfare information systems, according to the regulations
published by HHS, would "to the extent feasible and appropriate, introduce,
monitor and account for all the factors of child welfare services, foster care and
adoption assistance, family preservation and support services, and independent
living services." The SACWIS regulation required that each state's system
collect, maintain, manage, and report information on children in foster care, on
intake and assessment, and on foster care and adoption assistance eligibility.
The rule made clear that these information systems were to be designed as tools
for caseworkers as well as for managers and policymakers. It stressed the
automation of case and client needs assessment as well as the support of case
plan development, review, and management. SACWIS designs were to ensure
confidentiality and security and to include quality assurance functions for
review of case files.
2 APWA published an analysis of the two rules in the January-February 1994 issue of W-Memo.
3
The interim final rule also listed a number of interfaces that were required "to
the extent practicable," such as those to which P.L. 103-99 referred, as well as
other interfaces such as Title IV-D (child support), Title XIX (Medicaid), and
state child abuse and neglect and data systems. These provisions, included in
both the law and the regulation, underscore the importance of integrating or
interfacing systems as much as possible to facilitate information sharing,
decrease duplicative data entry, and improve program administration. At the
same time, both the law and the regulation gave states some breathing room in
case resource or technical constraints made it impracticable to link or integrate
these systems. Finally, the SACWIS rule outlined some optional system
functions that could be covered under the enhanced funding, including a host of
administrative tools (for example, resource management or facility and foster
home licensing), risk assessment, and other interfaces, such as with a state's
juvenile justice system.
4
Survey Results
Status of Automation Before SACWIS
A
PWA's July 1994 report on the concepts and implications of child
welfare systems noted that there is a difference between the operations
level and the administrative level in the context of information systems.
Systems that focus on the operations level are designed with the frontline
worker in mind. They facilitate casework functions such as intake, case
management, and service planning. Administrative functions, on the other
hand, require information for management decision-making, policy
development, and research. Policy staff and administrators use the data
collected at the operations level for these administrative tasks.
The first survey question addressed the extent of information technology in
child welfare agencies before October 1, 1993, the day that the enhanced
funding became available to states. Forty-six states (90 percent) had some
automation (see Table 1). Only two states (four percent) had no automation at
all. The majority of the states with some information technology had
automated administrative-level functions; the most frequently cited examples
include data tracking and reporting, CPS central registries, some financial
transactions, and licensing. A few SACWIS project managers commented that
their systems did not support case management, that frontline workers had no
Table 1: Extent of Automation Before October 1, 1993
Extent of Automation
Number
Percent
in Child Welfare
No Automation
2
4
Certain Functions
46
90
Automated
N=51
(Percentages do not equal 100.)
5
or limited access to any of the systems, and that the functions that were
automated were not necessarily connected to each other.
When APWA surveyed 19 states in 1996, it was clear that frontline workers had
very little experience in using computers. The SACWIS project managers
surveyed reported a steep learning curve and even indicated that there was some
resistance to using computers. Workers typically maintained all their case
information in paper files, and clerks, not workers, entered the information that
did get captured by a system. Some of the worker resistance had roots in this
hierarchical structure that defined discretely clerical and professional functions,
as well as workers' inexperience with technology.
The July 1994 APWA report on concepts and their implications categorized
SACWIS as a system that includes both operations- and administrative-level
functions. As already noted, the law and regulations stressed the importance of
casework support. It also integrated into these systems AFCARS, as well as the
National Child Abuse and Neglect Reporting System (NCANDS), which is
voluntary for states and therefore recommended but not required of SACWIS.
The availability of extra federal funding for such systems presented states with a
unique opportunity. Not only could states improve management data, they
also could start modernizing field operations and improve workflow, case
planning and decision-making at the front lines.
The activity in states before enhanced funding became available attests to the
need for system improvements. Seventeen project managers (33 percent of all
respondents) reported that planning for a comprehensive information system
already had begun in their states by October 1993. Nine project managers (18
percent) reported that individual counties already had developed their own
systems. In state-supervised, county-administered states, in which counties have
a relative degree of autonomy to manage their programs, such an approach is
not surprising.³ Obviously, state and local administrators already were looking
to new ways to improve program operations and management information.
3 The county-administered states that had individual county systems are: California, Colorado, Minnesota,
New York, North Carolina, Ohio, and Wisconsin. North Dakota and Virginia are two county-administered
states that did not indicate that they had individual county systems. The tenth county-administered state,
Pennsylvania, had no automation before October 1, 1993, and also did not plan to build a SACWIS as of
the survey date (see the following section for more clarification on Pennsylvania's status). Indiana and
Michigan, both with state-administered human service systems, indicated that individual county systems
existed before October 1, 1993.
6
Current Status of SACWIS Projects
Title IV-E administrative funding for system development and data reporting is
not new. The 1993 legislation simply changed the federal matching rate from
50 to 75 percent. The effect of this stimulus, however, has been dramatic.
Forty-nine project managers reported plans to build a SACWIS.4 These states
are in various stages of progress on their systems. As evident from Table 2,
eight states (16 percent) had fully implemented, statewide systems at the time of
this survey (April 4, 1997). Thirteen state systems (27 percent) were partially
implemented or were in the pilot stage. Many states indicated plans to roll out
Table 2: Current Status of SACWIS Projects
Stage
Number
Percent
Planning (Preparing
4
8
APD/Awaiting PAPD
Approval)
Awaiting IAPD
3
6
Approval
Released RFP/Awaiting
2
4
Bids
Contract Negotiations
3
6
Designing System
4
8
Installing Equipment
4
8
Partial
13
27
Implementation/Pilot
Already Implemented
8
16
Statewide
Other
8
16
N=49
(Percentages do not equal 100 because of rounding.)
4 It is important to remember that these survey results are based on self reports. HHS' Administration for
Children and Families (ACF), Office of State Systems Approvals, tracks SACWIS implementation based
on extracts from state Advanced Planning Documents (APDs), which states submit for approval to receive
the 75 percent federal matching funds. Not all states that reported SACWIS activity in the APWA survey
actually used the enhanced match for their system development.
5 From this point on, percentages will be based on a total of the 49 states that plan to implement a
SACWIS.
7
their systems in stages, by geographic area (e.g., county by county), by system
component or functional set of components, or by a combination of both.
States that are in this process fall into the partial implementation or pilot
category of this survey.
The eight states that fall into the "other" category in Table 2 are in stages not
captured by the survey question. Illinois, for example, reported that it is
working on "systems requirements." The Ohio project manager reported that,
at the time of the survey, the state had an approved Implementation Advanced
Planning Document (IAPD), but that the state had not released a request for
proposals (RFP). Reference Table A-1, in Appendix A, gives more detail on
what respondents meant by "other."
In some cases, the stages are more iterative than sequential. For example, three
project managers indicated that they were both designing systems and installing
equipment. In Rhode Island, state information systems staff were designing and
installing the SACWIS while at the same time testing the system. In Table 2,
these four states are classified in the equipment installation stage. Two project
managers reported they were designing their systems, installing equipment, and
piloting. These states were classified with the other states in the partial-
implementation/pilot category. These classifications in effect place the state at
the latest possible stage in the survey sequence.
Table 3 presents a different way to look at states' progress. In 1996, Congress
overhauled the nation's welfare system with the Personal Responsibility and
Work Opportunity Reconciliation Act (P.L. 104-193). The law included a one-
year extension of enhanced funding for SACWIS. States had argued that the
initial three-year window for SACWIS enhanced federal funding was not long
enough given the scope of the projects and did not allow states to take full
advantage of the funds. As indicated in Table 1, a minority of states already had
begun planning systems in 1996. These are the same states that reported in 1997
that they have implemented a system statewide or have partially implemented
or are piloting. In other words, the states that had a head start are those that
have completed most of the work within the enhanced funding window. Other
states have had further to go, or have had trouble getting funding from their
legislatures. Seven states have biennial legislative sessions, for example-if funds
for SACWIS did not pass these state legislatures in the first year, officials had to
wait another two years to request funding again.
8
Table 3: Progress of SACWIS Projects Relative to 1996 Funding Extension
Stage
As of 9/31/96
As of 4/4/97
As of 9/31/97
Number
Percent
Number
Percent
Number
Percent
Planning/PAPD
8
16
6
12
2
4
Approval
IAPD Approval
5
10
5
10
3
6
RFP Issued
4
8
3
6
2
4
Contract
8
16
6
12
4
8
Awarded
Application
3
6
4
8
1
2
Design
Equipment
4
8
8
16
6
12
Installed
Partial
2
4
4
8
11
22
Implementation/
Pilot
Already
8
16
9
18
16
33
Implemented
Statewide
Not available or
7
14
4
8
4
8
applicable
N = 49
(Percentages do not equal 100 because of rounding.)
As of the end of the initial enhanced funding window in 1996, eight states (16
percent) had completed statewide implementation of their systems, and two
states (four percent) had partially implemented or piloted their systems.6 By the
time of the survey, one additional state (Louisiana) reported it had implemented
its system statewide,⁷ and two additional states had completed partial
implementation or piloting. The change will be more dramatic by the time the
fourth year of enhanced funding expires. By September 30, 1997, 16 states (33
6 The question from which this information was taken asked respondents to report the actual or expected
completion date of each stage listed. Apparent discrepancies between Table 3 and Table 2 may indicate
either that a state did not give the relevant dates, or that it had not actually completed a given stage by the
date indicated in the top row of Table 3.
7 In Table 2, Louisiana reported itself in the "other" category. Louisiana did not claim any of the federal
enhanced funding for its child welfare information system, so ACF did not include it on the list of
SACWIS projects. The respondent to APWA's survey noted that the Louisiana system is essentially an
enhanced version of its existing system.
9
percent) will have implemented their systems statewide, and 11 states (22
percent) will have completed their partial implementation or pilot phase.
Table 4 groups states by their implementation dates. It shows even more
progress in the last quarter of calendar year 1997. Respondents in 21 states (43
percent) reported that by the end of the year they will have implemented fully a
statewide system. By the end of 1998, more than half of the states planning to
implement a SACWIS (31) will have done so statewide (63 percent). By the end
of the year 2000, nearly three-quarters of states (36) will have a SACWIS (73
percent). About a quarter of the respondents did not give a date for statewide
implementation, perhaps because they are uncertain about production
schedules, continued state funding, or other outside influences on timing, or
because they are not far enough into their planning to know when they will
complete their projects.
Table 4: Statewide Implementation Dates
Year
Cumulative
Additional States
Number
Percent
Number
Percent
Currently
8
16
8
16
statewide
1997
21
43
13
27
1998
31
63
10
20
1999
35
71
4
8
2000
36
73
1
2
2001
37
76
1
2
No answer
-
-
12
24
N = 49
(Percentages do not equal 100.)
In Pennsylvania, one of the two states that reported no plans to build a
SACWIS, no child welfare automation existed in the state before October 1993.
Since then, according to the survey response, 10 of the state's 67 counties-all
large counties-"have invested much time and money to develop automated
child welfare systems within their own counties." Because the federal funds are
for statewide systems that may in fact be difficult to implement once individual
counties have developed their own systems, the state decided to forego the 75
10
percent matching funds. To link community-based information systems to
create a statewide system poses a particular set of technical challenges and
resource demands that may not, in the state's assessment of its relative gains,
justify the investment. In this case, the state agency and counties have
determined that the individual county systems meet the state's child welfare
information technology needs.
The project manager in Vermont, the other state that has no plans to build a
SACWIS, cited economies of scale and budget constraints. State officials could
not justify the kind of budget a full-fledged SACWIS would require, given the
size of the state and its child welfare population. The estimated cost of a
SACWIS far exceeded anything ever spent in the state on a single information
systems project. The state is able to meet its data-reporting requirements, such
as AFCARS and NCANDS, without the SACWIS. Its systems do not,
however, interface with other program systems, such as IV-A or health care.
System Components
As noted earlier, the December 22, 1993, regulation outlined a number of
functions that a SACWIS would need to perform to qualify for the 75 percent
enhanced federal funding, according to ACF's interpretation of the law. An
ACF action transmittal issued on February 8, 1995, provided further guidance
on expenditures that are eligible for the enhanced reimbursement. As a general
rule, enhanced matching funds may be used for activities and system
components that serve primarily to improve the operation of programs under
Titles IV-B and IV-E. If a given component also supports other programs, the
state needs to demonstrate in its APD that the component's primary purpose
applies to Title IV-B and IV-E programs. Any modifications necessary to
accommodate other programs will make the component ineligible for enhanced
funding.
In the current survey, respondents checked off a range of services and functions
that are included in their states' SACWIS. These services and functions fell into
four categories:
Child welfare services are core services provided to child welfare clients, as
defined in APWA's 1990 Factbook on Public Child Welfare Services and Staff.
These services include child protection, intensive home-based services,
prevention, and other services related to foster care and adoption.
11
Administrative functions are defined in the December 22, 1993, regulation
and include licensing of foster care providers, fiscal functions, and others
listed in Table 5.
Other services to child welfare clients include non-core services that public
agencies provide to families and children within the child welfare system,
such as mental health or substance abuse services.
Out-of-scope services are those that were not defined by the regulation but
that are provided to child welfare clients or to clients of the agency in which
child welfare services are located.⁸
Table 5: System Components
Child Welfare Services
Administrative
Other Services
Functions
Service
#
%
Service
%
Service
%
Child
48
98
Licensing
44
90
Mental Health
21
43
Protection
(foster family
homes)
Out-of-Home
48
98
Licensing
38
78
Substance
20
41
Care
(facilities)
Abuse
Intensive
42
86
Payments
43
88
Domestic
18
37
Home-Based
Violence
Adoption
46
94
Staff and
45
92
Juvenile
25
51
Workload
Justice/Youth
Rehabilitation
Preventive
44
90
Contracts
30
61
Other
4
8
Services
Independent
45
92
Criminal
12
24
N/A
14
29
Living
History
Other
8
16
Cost
21
43
Recovery
N/A
1
2
Other
8
16
N/A
1
2
N=49
(Percentages do not equal 100.)
8 States have used other state and federal funds to finance components that are not dedicated primarily to
serving child welfare programs under Titles IV-B and IV-E (and therefore are not eligible for the SACWIS
enhanced match).
12
Table 5 summarizes the SACWIS components and functions.⁹ Nearly all of the
systems include each of the child welfare services listed. Respondents that
reported incorporating other child welfare services in their systems listed courts
and legal services, health and education passport (a California program for
tracking children's health and education status across counties), family
preservation services, risk assessment, home studies, contracted services, juvenile
services, and financial services. Fewer than half of the respondents indicated
that their states' SACWIS would include any of the mental health, substance
abuse, and domestic violence services that are provided to child welfare clients.
Other services mentioned include child care (two states) and contracted and
non-contracted services (one state).
Juvenile justice services show up in two different categories-other services to
child welfare clients and out-of-scope services. A closer look at the structure of
human service agencies and at the organization and distribution of program
areas sheds some light on this apparent overlap.
Juvenile corrections departments often have been located in human services
agencies. This kind of organization has emphasized the rehabilitative and
service orientation of treatment for young offenders. There is a recent
trend, however, toward moving juvenile corrections functions out of human
service agencies. Some states are merging them with adult corrections. An
APWA study on the human immunodeficiency virus (HIV) and youth bears
this trend out. APWA researchers in this study found that in 1994, human
service agencies in 29 states housed juvenile corrections departments. In
1996, that number had fallen to 19.
Six states currently have departments that provide services for families and
children, including child welfare services, independent of the state
departments that provide cash and other public assistance and services. Four
of these states (Connecticut, Delaware, Rhode Island, and Tennessee) house
juvenile justice and related services in these free-standing children and
families agencies.
All services considered to be related to juvenile justice are not necessarily
located within the same agency. For example, non-incarcerated juvenile
offenders may fall under the jurisdiction of the human service (or children
and families) agency, while a separate agency oversees incarcerated youth.
9 Reference Table A-2 in Appendix A gives a state-by-state summary of SACWIS components.
13
Services to the former would be listed as "other services to child welfare
clients," while the latter group would receive "out-of-scope" services.
Twenty-five respondents listed juvenile justice or youth rehabilitation in the
array of other services provided to child welfare clients (see Table 5). Eight
listed juvenile justice services among the out-of-scope services included in a
SACWIS (see Table 6). Three states (Delaware, Rhode Island, and Tennessee)
fell into both of these groups. In both groups, not all of the states house
juvenile corrections within the human service or child and family services
agency. It appears, therefore, that state agencies are trying to incorporate the
fullest possible range of services provided to the child welfare population in one
information system. By doing so, state agencies can track clients more easily
and maintain more complete records.¹⁰
Table 6: Out-of-Scope Components
Component
Number
Percent
Adult Services
11
22
Mental Health
3
6
Child Care Licensing
1
2
Other Fiscal
1
2
Juvenile Justice/Youth
8
16
Rehabilitation
Child Care
6
12
Investigation
1
2
N = 49
(Percentages do not equal 100. Not all respondents answered.)
The administrative functions that qualify for the enhanced federal funding offer
states an opportunity to integrate and streamline some program operations. A
majority of SACWIS also include most of the administrative functions listed.
Other reported administrative functions include eligibility, staff training, legal
actions, reports, and administrative reviews of contested investigations.
Criminal history checks are included on significantly fewer systems than are
10 Nebraska has a system that is integrated with systems from other human service programs, and thus
reported that its system tracks a wide array of services to child welfare clients, including food stamps, job
training, and other programs.
14
other functions (12 of the SACWIS, or 24 percent). Depending on state laws
and policies, agency staff check the criminal histories of prospective foster care
providers or adoptive parents, alleged perpetrators, or other individuals
involved in cases. The lack of criminal history components (or interfaces,
shown in Table 8) may indicate one of a number of possible circumstances.
State laws may not allow direct access to this information by staff outside of the
criminal or court system. Technical barriers or cost prohibitions may make
such a component unfeasible, or the state already may have adequate procedures
in place.
A final SACWIS component of interest is risk assessment (see Table 7). Nearly
three-quarters of the respondents to the survey (36, or 73 percent) reported that
their SACWIS would include a risk assessment tool. Typically, these functions
use the information entered by a caseworker and a set of pre-programmed
parameters to provide the worker with guidance for determining the
appropriate response to a report of child abuse or neglect, including the
statutory timelines for CPS response and investigation. As child safety becomes
a central focus of debate in Congress, these tools will help frontline workers
inform their observations and judgments in individual cases.
Table 7: Risk Assessment
Risk Assessment
Number
Percent
Yes
36
73
No
9
18
N = 49
(Percentages do not equal 100. Not all respondents answered.)
System Interfaces
Interfaces allow information systems from different programs to exchange
information. The SACWIS regulation listed a number of interfaces that states
could develop using the enhanced funding. As noted earlier, the regulation
required "to the extent practicable" four interfaces: to programs under Titles
15
IV-A, IV-D, and XIX, as well as the child abuse and neglect data system. 11
Interfaces deemed "not practicable" were those that states could demonstrate
were technically infeasible or cost-prohibitive.
When they are possible, interfaces can benefit public agencies because they
allow for information sharing among programs on common clients or the
services provided for those clients. The February 8, 1995, action transmittal
noted that "each of the programs supported by the systems which require an
interface to SACWIS are intricately related to the title IV-E programs." It
offered the following specific rationales for the required interfaces:
Eligibility for some programs is based on the calculations made by Title IV-
A systems for cash assistance. When Congress passed P.L. 103-66 in 1993,
eligibility for Title IV-E foster care and adoption assistance was one of those
programs. In addition, the SACWIS final rule specified that enhanced
funding would not be approved for components that duplicated already-
existing capabilities-in particular, eligibility determination. The 1996
welfare reform legislation, however, altered this eligibility link by allowing
states to create their own Temporary Assistance for Needy Families (TANF)
programs and by tying IV-E eligibility to past IV-A criteria. The extent to
which this change will affect SACWIS is unclear, but ACF has indicated a
willingness to consider enhanced funding for additional SACWIS
components that would help determine IV-E eligibility.¹²
Title IV-D systems may allow state agencies to locate absent parents of
children in the child welfare system, benefiting reunification or placement
efforts as well as child support collections.
Title XIX programs share many clients with child welfare programs.
Furthermore, the enhanced funding is available for optional interfaces if state
officials can demonstrate in their APDs that these interfaces are appropriate and
cost-justified.
Table 8 shows that states will take advantage of the opportunity to reduce
duplicative data entry and improve links among programs that serve
overlapping or related populations.¹³ Forty-three state systems (88 percent) will
11 In reality, states have integrated their child abuse and neglect data systems into SACWIS, making
interfaces unnecessary.
12 Project managers in four states (Alaska, Delaware, Iowa, and Nevada) reported including an eligibility
component in their SACWIS.
13 See Reference Table A-2 in Appendix A for a state-by-state summary of interfaces.
16
maintain an interface with Title IV-A systems, probably for information shared
between the two programs that is not related to eligibility (or perhaps because
these interfaces were in place before welfare reform). Most of the systems also
will include interfaces with Title IV-D (43 states, or 88 percent) and Title XIX
(39 states, or 80 percent). Interfaces with administrative functions, such as
accounting (in 32, or 65 percent, of the systems) help streamline an agency's
operations. The systems include other interfaces to a lesser degree. Technical
difficulties, as noted above, may have outweighed the benefits of creating these
connections for some state agencies.
Table 8: Interfaces
Interface
Number
Percent
Title IV-A
43
88
Title IV-D
43
88
Title XIX
39
80
Juvenile Justice
14
29
Accounting
32
65
Licensing
17
35
Vital Statistics
6
12
Education
11
22
Mental Health
6
12
Criminal History Check
5
10
Personnel/Human
10
20
Resources
Other
7
14
N=49 =
(Percentages do not equal 100. Not all respondents answered.)
Some of the functions listed in Table 8 (such as juvenile justice) also appear as
actual SACWIS components. Eleven systems with juvenile justice interfaces
also include some juvenile justice component (categorized in Table 5 as "other
services to child welfare clients," in Table 6 as "out-of-scope services;" four states
with juvenile justice interfaces also fall into both of these categories). These
interfaces facilitate connections with other parts of the juvenile justice system-
such as family courts-that are not included under the child welfare agency's
umbrella.
17
System Integration
Interfaces permit data exchange among the information systems used by various
programs. State staff and field workers who need the information contained in
these systems-to determine program eligibility or participation, for example-
can access it through the interface, rather than collect duplicative information.
Another way to streamline program operations is to integrate the information
systems, creating a kind of mega-system that serves multiple programs. Twelve
SACWIS project managers (24 percent) reported building integrated systems,
rather than stand-alone child welfare information systems (see Table 9).
Table 9: Stand-Alone vs. Integrated Systems
Stand-Alone
Integrated
N/A
Number
Percent
Number
Percent
Number
Percent
32
65
12
24
5
10
N=49 =
(Percentages do not equal 100 because of rounding.)
Sometimes the distinction between integration and interface is not well-defined.
In some of the 12 states that reported having integrated systems, project
managers indicated that systems were integrated through interfaces, or that
SACWIS was integrated with state information databases through interfaces.
Other project managers reported that SACWIS was integrated with systems for
Medicaid, individual counties, juvenile justice or juvenile courts, public health,
and motor vehicle departments, or common intake among human service
programs. Nebraska appears to have the most extensively integrated system.
The Nebraska SACWIS is integrated with the state's systems for cash assistance,
food stamps, child care, medical assistance, and job training.
System Architecture
In the majority of states, the SACWIS being developed represents the state's
first system with a client-server architecture. The term "client server" has come
to be used rather loosely. For the purposes of this report, client-server
18
architecture essentially combines some centralized data or processing functions
with the capability for local processing and data management (i.e., in local or
field offices). With this kind of system, frontline workers, supervisors, and
other field staff can work on personal computers (PCs) that collect information
and process it for use in case planning and management. This system allows
supervisors to use their PCs to review and approve case plans, as well as to
oversee their staff's work. At the central state office, staff can access data
entered in the field, and provide AFCARS and other management-reporting
information. The central office also can use the system to perform other
centralized administrative functions (e.g., fiscal, personnel, contracting).
Table 10: System Architecture
Architecture Type
Number
Percent
Mainframe
8
16
Client/Server
27
55
Combination
10
20
N/A
4
8
N=49
(Percentages do not equal 100 because of rounding.)
The client-server structure provides flexibility for system designers to address
operations-level needs, introduce the benefits of information technology to field
workers, and meet state-agency administrative needs (e.g., data reporting). In
April 1995, APWA reported that 20 states were leaning toward using a client-
server architecture. In the current survey, project managers in three-quarters of
the states (37 states, or 75 percent) reported that they were building either
client-server systems or a combination of mainframe and client-server systems
(see Table 10 below and Reference Table A-3 in Appendix A).
SACWIS Contracting Activity
State/contractor partnerships have been essential to the success of SACWIS
development. These partnerships have enabled state agencies and vendors to
pool their respective expertise. Child welfare is the last program area in public
human service agencies to be automated. Child welfare agencies brought
19
program expertise to the table, but very little experience with information
technology. With little existing automation in 1993, vendors, for their part,
were unfamiliar with the nature and complexity of child welfare programs.
Table 11 summarizes state contracting activity for SACWIS.¹⁴ The greatest
need for vendor expertise appears in the application development stage, i.e., the
design of the system itself: how it collects information, processes it and presents
it to the users. This may be the most complex and technologically specialized
stage. It is the stage when state staff at all levels provided their knowledge of the
child welfare system and its procedures, and technical experts from agencies and
private vendors used their expertise to translate that knowledge into an
automated system. Twenty-three states contracted this activity out completely,
while an additional 18 states combined vendor contracts with in-house work.
In all, a total of 41 states (84 percent) used vendors for application development.
Table 11: Use of Contractors
Activity
In-House
Contracted
Both
%
#
%
#
%
Mainframe/Server
27
55
12
24
5
10
PCs
21
43
14
29
8
16
Infrastructure
22
45
7
14
14
29
Application
4
8
23
47
18
37
Development
Implementation
13
27
15
31
16
33
Interfaces
10
20
15
31
18
37
Data Conversion
17
35
14
29
12
24
Training
15
31
13
27
15
31
N=49 =
(Percentages do not equal 100. Not all respondents answered.)
More than half the respondents reported using vendors-either exclusively or in
combination with in-house resources-to implement, or roll out, their systems
(31 states, or 63 percent); develop interfaces with other systems, such as Title
IV-A/cash assistance (33 states, or 67 percent); convert data from existing
14 For a listing of contractors used, see Reference Table A-1 in Appendix A.
20
systems to the new system (26 states, or 53 percent); or conduct training (28
states, or 57 percent). Anecdotal evidence suggests that states will continue to
rely on contracts to ensure that their systems are operating and upgraded
properly and to train staff. Staff are on a steep learning curve as they adapt to
these new systems, and the ongoing maintenance and upgrading of client-server
systems pose a different set of challenges than did the older mainframe systems.
A significant minority of states used contractor services-either exclusively or in
partnership-for the mainframe or server (17 states or 35 percent); computer
terminals (22 states or 45 percent); and the general system infrastructure (21
states or 43 percent). This work involves buying and installing much of the
tangible hardware (i.e., computers, monitors, cables, and much of the other
equipment that one could actually see or touch). Equipment purchases are
ongoing and straightforward tasks that don't require the kind of specialized
technical expertise that lends itself to short-term contracts, such as for interface
development.
Networks
With the advent of SACWIS, state agency and frontline staff have gained the
ability to communicate with colleagues and access information on line. State
information technology staff have a range of options to facilitate these
connections using networks. Local Area Networks (LANs) connect multiple
work stations (in the majority of the SACWIS, PCs) to each other and to a
central server. Caseworkers use the software applications installed on the server
to retrieve information and to enter and store data. The network also lets users
communicate with each other via electronic mail. Wide Area Networks
(WANs) can connect a network of LANs. An intranet is like a private Internet,
with a defined universe of users who have access to it. To the user there may be
no apparent difference between a LAN and an intranet, except that he or she
may use different software to access information. The technology is different,
however, and provides system designers with some flexibility in choosing how
to set up statewide networks.
Tables 12 and 13 summarize the use of networks in states that are developing
SACWIS. 15 Forty-five SACWIS (92 percent) are on LANs; 42 of those SACWIS
(86 percent) also are on WANs. Four states did not answer the question on
LANs (it probably was too early in their projects to know). A little more than
15 Reference Table A-3 in Appendix A summarizes networks by state.
21
half of the SACWIS (26, or 53 percent) are connected to the Internet. Twenty
states (41 percent) have built an intranet. Three of these states (Colorado,
Michigan, and New York) have an intranet but no Internet connection.
Seventeen states (35 percent) have both intranet and Internet connections.
Table 12: LANs and WANs
LAN
WAN
Both
Number
Percent
Number
Percent
Number
Percent
45
92
42
86
42
86
N=49 =
(Percentages do not equal 100. Not all respondents answered.)
Table 13: Internet Connections
Internet
Intranet
Both
Number
Percent
Number
Percent
Number-
Percent
26
53
20
41
17
35
N=49
(Percentages do not equal 100. Not all respondents answered.)
User Access and Security
SACWIS are changing dramatically the look of the child welfare field office. In
all but a few states, every system user soon will have his or her own computer
terminal from which to access the system. All users, from frontline workers to
state central office staff, also will have new tools to improve their efficacy and
efficiency on the job-electronic mail, word processing, spreadsheets, and the
specialized applications for child welfare programs and services. This survey
touched on two important implications of this new way of doing business:
remote access and system security.
22
The nature of child welfare work demands that field workers spend a lot of
their working hours away from their desks. Many SACWIS plans allow
workers and other staff to tap into the system remotely-that is, from
someplace other than their desktops. Some states have bought laptop
computers that workers can carry out to the field with them. Dial-up access
using these laptop computers or computers at home gives workers the flexibility
they need to get their work done without having to return to the office every
time they need to enter or update a case file.
Table 14 shows that workers in more than half the states (26 states, or 53
percent) will have remote access to the systems in their states. In twenty-three
of these states, workers' supervisors also will be able to access the system
remotely. In an additional six states (12 percent), clerical staff will have remote
access. A total of 32 states (65 percent) will provide mobile access to central
office and field staff.
Table 14: Remote Access
Individuals with Access
Number of States
Percent
Clerical
6
12
Workers
26
53
Supervisors
23
47
Management/Admin.
23
47
Other
6
12
N = 49
(Percentages do not equal 100.)
In nearly half the states, staff in management or administrative positions also
have the flexibility to access the SACWIS system remotely. Among the kinds
of staff with remote access that project managers categorized as "other" are state
staff, law enforcement, courts, contract employees, system administrators, and
hotline workers.
With child welfare workers now able to call up and process information on
their clients from the office or from home, it is very important to restrict and
monitor access to the information stored in the child welfare information
systems. SACWIS makes it easier for staff to find, retrieve, and use
23
information. With SACWIS, paper case files stored throughout the state will be
replaced by centralized, computerized records. States are trading one set of
vulnerabilities for another. But information systems also come with new tools
to ensure data security and confidentiality.
Reference Table A-5 (in Appendix A) contains information provided by
SACWIS project managers on the security measures included in these systems.
Log-on identification, restricted access to information or functions that
corresponds to a user's job responsibilities, and security at different levels of the
system are typical. Some respondents listed software packages or security
protocols to provide a snapshot of the kinds of measures system developers are
taking to ensure the confidentiality and security of child welfare data.
24
Conclusions and Outlook
T
he outlook for SACWIS contains a variety of uncertainties. The scope
of these projects has proven to be greater than anticipated for many
states. Target dates for completion of these systems could change,
despite careful planning and diligent effort. States that have implemented or are
nearing statewide implementation must consider now the resources-in both
staff and money-required to support the systems. State information systems
staff are finding their SACWIS to be very resource intensive, unlike the older
mainframe systems. In addition, no sooner had SACWIS got underway in most
states than Congress introduced dramatic changes to public assistance programs
with welfare reform. Staff now must determine how to accommodate some of
these changes into SACWIS (such as Title IV-E eligibility), as well as other
potential program and data reporting changes anticipated in proposed child
welfare reforms.
The survey data demonstrate that states have made a great deal of progress in
four years. Child welfare agencies have witnessed the appearance of PCs on
caseworkers' desks, where once there were virtually none. Frontline workers
now have access to many new tools that can improve the flow of their work.
The new systems are making it easier to access data for child welfare program
management and policy development and improving data quality.
The implications of these changes are greater than may be evident at a first
glance. APWA's November 1995 report on the organizational impact of child
welfare information systems in Iowa and Texas outlined many of these
implications, including changes in staff roles at all levels; challenged assumptions
based on new and more accurate data; the need to update policies and
procedures; and the increased ability to monitor and enforce compliance with
agency policies.
A unique feature of the SACWIS development process is an approach to system
development that has been more flexible and collaborative than in other
federal/state information technology projects. HHS has not required for
SACWIS the strict and prescriptive certification process associated with other
automation projects (e.g., child support). Rather, the federal government has
used its regulatory and technical assistance role to outline broadly defined
functional requirements and has allowed state agencies the flexibility to
25
determine how to achieve those outcomes. States also have been able to phase
in their projects gradually-to buy equipment over time, for example, rather
than wait until the end of a project to claim federal funding. This approach
recognizes that information system projects of this magnitude are long-term
commitments. It allows staff and frontline workers to absorb gradually the
changes introduced by the new technology and acknowledges technology's
constantly changing nature.
As SACWIS continues to take hold in child welfare agencies, administrators,
program managers, and frontline staff will face a set of challenges that
undoubtedly will be more complex than learning to navigate a graphical user
interface. Improved access to more and higher quality data requires better
coordination between data users and data gatherers. Policymakers will have
improved tools themselves, which they can use to develop the outcome
measures and benchmarks to track program success in ways that were not
possible before. But the ability of frontline workers to provide that
information in their work with clients at the front end of the system will be
critical to its ultimate quality and usefulness. The expectations of the system's
capabilities must not exceed the capacity of its users.
This point-in-time survey can only hint at the fundamental culture change
introduced by technology. Past APWA reports have underscored the
magnitude of this change. At all levels of child welfare agencies, effective
management of these changes will help ensure that users receive the maximum
benefit from the substantial investment states and the federal government have
made in SACWIS. Challenges range from finding a new role for clerks who no
longer need to input information from paper forms to making agency-wide
outcome measures real and relevant to frontline practice. States must adapt
constantly to new and emerging technologies and incorporate ever more
flexibility into systems to heed calls for more streamlined organizations, more
integration among programs, and more local control.
26
Appendices
Appendix A: Reference Tables*
Reference Table A-1: General Information/Status
29
Reference Table A-2: System Components
35
Reference Table A-3: Technical Elements
45
Reference Table A-4: Software
53
Reference Table A-5: Security
59
Appendix B: Survey Instrument
61
States for which there is no information provided in these reference tables requested that the survey
responses remain confidential.
27
Reference Table A-1: General Information/Status
State
# Children
# System
Current Status
Expected
Contractor(s)
in Care
Users
as of 4/4/97*
Statewide
Implementation
Date
AK
1,770
450
Development;
9/97
Brainstorm Tech. Inc.
equipment installed
AL
3,942
≈1,500
ConNeg
N/A
TBA
AR
≈2,400
1,200
Pilot
12/97
Memorex/Telex, National Data Source,
BDM, Comsys, SCB
AZ
6,000
1,500
Design
10/97
Microage, Unisys
29
CA
98,862
≈12,000
"
Pilot
12/97
ISSC, HWDC, various
foster care;
5,590
probation;
104,452
total
CO
≈7,400
1,500
IAPD
8/99
N/A
CT
6,000
2,000
State
7/96
N/A
DC
2,673
650
Pilot
10/97
MCSI Technologies, Knowlogy, some TBD
DE
828
600
Pilot
9/97
Public Systems Inc.
FL
8,970
≈5,500
Imminent release of
12/00
TBD
implementation RFP
GA
N/A
2,771
Plan
N/A
N/A
HI
2,600
800
Plan
N/A
Data House, Roses
IA
4,197
4,564
State
4/95
BDM Tech. Inc., IA State Univ.
*A list of abbreviations used in this column appears at the end of the table.
Reference Table A-1: General Information/Status
State
# Children
# System
Current Status
Expected
Contractor(s)
in Care
Users
as of 4/4/97*
Statewide
Implementation
Date
ID
900
450
Design completed; now
4/98
Several
in construction
IL
51,358
≈6,500
Systems requirements
N/A
TBD
IN
10,257 +
1,300
State
2/97
Unisys
2,685
CHINS
30
own home
KS
N/A
≈800-
IAPD
N/A
N/A
1,000
KY
3,800
2,000;
State
9/96
Memorex/Telex, Unisys
currently
300+
LA
6,082
2,077
Existing system
1/88
enhanced in-house
MA
12,208
3,000+
Pilot
8/97
State central office, Deloitte Touche
MD
8,268
≈2,700
RFP
N/A
N/A
foster care;
3,327
kinship
care
ME
*A list of abbreviations used in this column appears at the end of the table.
Reference Table A-1: General Information/Status
State
# Children
# System
Current Status
Expected
Contractor(s)
in Care
Users
as of 4/4/97*
Statewide
Implementation
Date
MI
19,176
≈3,700
Pilot
1/98
Unisys
MN
MO
10,291
2,000
Install
N/A
Computers Plus
MS
3,200
634
ConNeg
9/98
Comsys
MT
NC
31
ND
904
N/A
Pilot
N/A
N/A
NE
3,440
580
Install
2/98
Andersen Consulting
NH
2,800
450
Pilot
6/97
Baystate Comp Gp. Dynamic Research
Corp.
NJ
8,307
2,500
Plan
N/A
(4/5/97)
NM
1,800
1,200
Pilot
7/97
AMS Inc.
NV
N/A
750
RFP
N/A
Dell
NY
52,419
≈14,600
Pilot
9/97
ISSC, Andersen Consulting
OH
N/A
4,500
Approved IAPD; RFP
N/A
Hughes Laptop
being written
OK
5,357
1,250
State
6/95
Deloitte Touche
OR
=1450-
Pilot
1999
N/A
1550
*A list of abbreviations used in this column appears at the end of the table.
Reference Table A-1: General Information/Status
State
# Children
# System
Current Status
Expected
Contractor(s)
in Care
Users
as of 4/4/97*
Statewide
Implementation
Date
PA
20,706
No
SACWIS
RI
≈3,000
700
Install
8/97
AMS, University of RI, Child Welfare
Institute
SC
≈5,000
≈1,400
Design
12/98
Compucom Svcs. Inc.
SD
526
250
Walter R. McDonald Assoc.
32
Design
7/98
TN
9,500
3,000
IAPD
3/98
Multiple contracts
TX
11,000+
6,000
State
9/96
Andersen Consulting
UT
2,333
650-700
Pilot
Begun 12/96
Several
VA
VT
1,372
No
SACWIS
WA
9,800
2,000;
State
9/96
Other state agency, contractors
≈700
concurrent
WI
N/A
N/A
Design
2001
Brainstorm
WV
3,145
700
Install
9/97
Deloitte Touche
WY
1,234
200-225
Development
9/98
Andersen Consulting
* A list of abbreviations used in this column appears at the end of the table.
Abbreviations in Reference Table A-1: General Information/Status
Column 4, Current Status as of 4/4/97:
ConNeg = Contract negotiations
Design = Designing system
IAPD = Awaiting IAPD approval
Install = Installing equipment
Pilot = Partial implementation/pilot
Plan = Planning (preparing PAPD/awaiting PAPD approval)
RFP = Released RFP; awaiting bids
State = Already implemented statewide
33
Reference Table A-2: System Components
State
Child Welfare
Administrative
Other Services
Out-of-Scope
Interfaces*
Risk
Services*
Functions*
to Child
Services*
Assessment
Welfare
Component
Clients*
AK
CPS, OOH, IHB,
LicFH, LicFac,
MH, SA, DV,
IV-D, JJ, Acc,
Y
Adop, Prev, IL,
Pay, Staff, Con,
JJ/YR
Lic, Crim
JJ
Crim, CR, Elig
AL
CPS, OOH, IHB,
LicFH, LicFac,
CC
APS
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff, CR
XIX, Acc
AR
CPS, OOH, IHB,
Pay, Staff, Con
IV-A, IV-D,
N
35
Adop, Prev, IL
XIX, Acc, Lic,
Pers
AZ
CPS, OOH, IHB,
LicFH, LicFac,
MH
IV-D, XIX, Acc,
N/A
Adop, Prev, IL
Pay, Staff, Con,
Pers
CR, Train
CA
CPS, OOH, IHB,
LicFH, Pay
IV-A, IV-D,
N
Adop, Prev, IL,
XIX, Lic
Courts, H/Ed
CO
CPS, OOH, IHB,
LicFH, LicFac,
MH, SA, DV,
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff, Con
JJ/YR
XIX, JJ, Acc,
Lic, Vital, Edu,
MH, Pers
CT
CPS, OOH, IHB,
LicFH, LicFac,
MH, SA, JJ/YR
MH, JJ
JJ, Lic, Edu, MH
Y
Adop, Prev, IL
Pay, Staff, Con,
CR
*A list of abbreviations used in this column appears at the end of the table.
Reference Table A-2: System Components
State
Child Welfare
Administrative
Other Services
Out-of-Scope
Interfaces*
Risk
Services*
Functions*
to Child
Services*
Assessment
Welfare
Component
Clients*
DC
CPS, OOH, IHB,
LicFH, LicFac,
MH, SA, DV
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff, Con,
XIX, Acc, Pers
CR
DE
CPS, OOH, IHB,
LicFH, LicFac,
MH, SA, DV,
YRS, CMH, Fin
IV-A, IV-D, Edu
Y
Adop, Prev, IL
Pay, Staff, Con,
JJ/YR
Crim, CR, Fin,
36
Elig
FL
CPS, OOH, IHB,
LicFH, LicFac,
MH, SA, JJ/YR
APS
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff, Con
XIX, JJ, Acc,
Lic, Vital, Edu,
Crim, Pers
GA
CPS, OOH, IHB,
LicFH, LicFac,
APS
IV-A, IV-D,
Y
Adop, Prev, IL
Staff, CR
XIX
HI
CPS, OOH, IHB,
LicFH, LicFac,
APS, CC
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff, Con,
XIX, Acc, Lic
Crim, CR, Fin
IA
CPS, OOH, IHB,
LicFH, LicFac,
MH
APS
IV-A, IV-D,
N
Adop, Prev, IL
Pay, Staff, Con,
XIX, Acc
Elig, Fin, Admin
ID
CPS, OOH, IHB,
LicFH, LicFac,
MH
IV-A, IV-D, Acc
Y
Adop, Prev, IL
Pay, Staff, Con
*A list of abbreviations used in this column appears at the end of the table.
Reference Table A-2: System Components
State
Child Welfare
Administrative
Other Services
Out-of-Scope
Interfaces*
Risk
Services*
Functions*
to Child
Services*
Assessment
Welfare
Component
Clients*
IL
CPS, OOH, IHB,
LicFH, LicFac,
MH, SA, DV,
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff, Con,
JJ/YR
XIX, JJ, Acc,
Crim
Lic, Vital, Edu,
MH, Crim, Pers,
SA, Fin, Admin,
Courts
37
IN
CPS, OOH, IHB,
LicFH, LicFac,
JJ/YR
IV-A, IV-D,
Y
Adop, Prev, IL
Staff, Con, CR
XIX, Acc, Lic
KS
CPS, OOH, IHB,
Pay, Staff
IV-A, IV-D,
N/A
Prev
XIX, Acc
KY
CPS, OOH, IHB,
LicFH, Pay,
JJ/YR
IV-A, IV-D, Fin
Y
Adop, Prev, IL
Staff, Crim
LA
CPS, OOH, IHB,
LicFH, LicFac,
JJ/YR, CC
CC
N
Adop, Prev, IL
Pay, Staff
MA
CPS, OOH, IHB,
LicFH, Pay,
SA, DV, JJ/YR
CC
IV-A, IV-D,
Y
Adop, Prev, IL,
Staff, Con, Crim,
XIX, Acc, Edu
Legal
CR
MD
N/A
N/A
N/A
N/A
N/A
N/A
ME
MI
CPS, OOH,
LicFH, LicFac,
MH, SA, DV,
APS
Lic
Y
Adop, IL
Pay, Staff, Con
JJ/YR
*A list of abbreviations used in this column appears at the end of the table.
Reference Table A-2: System Components
State
Child Welfare
Administrative
Other Services
Out-of-Scope
Interfaces*
Risk
Services*
Functions*
to Child
Services*
Assessment
Welfare
Component
Clients*
MN
MO
CPS, OOH, IHB,
LicFH, LicFac,
DV
IV-A, IV-D,
N/A
Adop, Prev, IL,
Pay, Staff, Con,
XIX, JJ, Crim,
FPS
Crim, CR
Pers
MS
CPS, OOH, IHB,
LicFH, LicFac,
MH, SA, JJ/YR
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff
XIX, JJ, Acc,
38
Vital
MT
NC
ND
CPS, OOH,
LicFH, LicFac,
SA, JJ/YR
IV-A, IV-D,
N
Adop, Prev, IL
Pay, Staff
XIX, JJ, Lic
NE
CPS, OOH, IHB,
LicFH, LicFac,
MH, SA, DV,
CC
IV-A, IV-D,
Y
Adop, Prev, IL,
Pay, Staff, Con,
JJ/YR
XIX, Edu
HS
Crim, CR, Legal
NH
CPS, OOH, IHB,
LicFH, LicFac,
JJ/YR
JJ
IV-A, IV-D,
N
Adop, Prev, IL
Pay, Staff,
XIX, Edu
Admin
NJ
CPS, OOH, IHB,
Pay, Crim
IV-A, IV-D,
N
Adop, Prev, IL
XIX
NM
CPS, OOH,
LicFH, LicFac,
APS, CC
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff
XIX, Acc
*A list of abbreviations used in this column appears at the end of the table.
Reference Table A-2: System Components
State
Child Welfare
Administrative
Other Services
Out-of-Scope
Interfaces*
Risk
Services*
Functions*
to Child
Services*
Assessment
Welfare
Component
Clients*
NV
CPS, OOH, IHB,
LicFH, LicFac,
MH, SA, DV,
JJ
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff, Con,
JJ/YR
XIX, JJ, Acc,
Elig
MH, Pers
NY
CPS, OOH,
LicFH, LicFac,
JJ/YR
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff, Con,
XIX, JJ, Acc,
CR
Lic, MH
39
OH
CPS, OOH, IHB,
Pay, Staff
IV-A, IV-D,
Y
Adop, Prev, IL
Acc, Lic
OK
CPS, OOH, IHB,
LicFH, Pay,
MH, SA, DV
IV-A, IV-D,
Y
Adop, Prev, IL
Staff, Con, CR
XIX, JJ, Acc
OR
CPS, OOH, IHB,
LicFH, LicFac,
IV-A, XIX, Acc,
N
Adop, Prev, IL
Pay, Staff, Con,
Lic
CR
PA
No SACWIS
RI
CPS, OOH, IHB,
LicFH, LicFac,
MH, SA, DV,
JJ, CC
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff, Con,
JJ/YR
XIX, JJ, Acc,
CR
IV-F, Fin
SC
CPS, OOH, IHB,
LicFH, LicFac,
APS
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff, Con
XIX, Acc
SD
CPS, OOH, IHB,
LicFH, LicFac,
JJ/YR
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff
XIX
*A list of abbreviations used in this column appears at the end of the table.
Reference Table A-2: System Components
State
Child Welfare
Administrative
Other Services
Out-of-Scope
Interfaces*
Risk
Services*
Functions*
to Child
Services*
Assessment
Welfare
Component
Clients*
TN
CPS, OOH, IHB,
LicFH, LicFac,
JJ/YR
JJ
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff, Con,
XIX, JJ, Acc,
Crim, CR
Edu, Pers
TX
CPS, OOH, IHB,
LicFH, Staff,
APS, MH/MR
IV-A, IV-D,
Y
Adop, Prev, IL
Con, Crim,
XIX, Acc. Lic,
Fin
Admin
Vital, Edu, Crim,
40
Pers
UT
CPS, OOH, IHB,
LicFH, LicFac,
DV
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, CR
XIX, JJ, Acc,
Lic
VA
VT
No SACWIS
WA
CPS, OOH, IHB,
LicFH, LicFac,
CC
IV-A, IV-D,
Y
Adop, Prev, IL
Pay, Staff, Con
XIX, Acc, Vital
WI
CPS, OOH, IHB,
LicFH, LicFac,
MH, SA, DV,
IV-A, IV-D,
Y
Adop
Pay, Staff, Con,
JJ/YR
XIX, Acc
Crim
WV
CPS, OOH,
LicFH, LicFac,
IV-A, IV-D,
Y
Adop, IL
Pay, Staff, CR
XIX, Acc
WY
CPS, OOH, IL
LicFH, LicFac,
JJ/YR
JJ, APS
IV-A, IV-D,
Y
Pay, Staff, Con
XIX, Acc, Edu
*A list of abbreviations used in this column appears at the end of the table.
Abbreviations in Reference Table A-2: System Components
Column 2, Child Welfare Services:
Adop = Adoption (recruiting, placement, post-adoption services, etc.)
Courts = Services related to court proceedings
CPS = Child protection services (intake, screening, investigation, disposition determination, crisis intervention/family
stabilization, discharge)
Fin = Miscellaneous other financial functions (payments, cost allocations, etc.)
FPS = Family preservation services
H/Ed = A California program to track children's health and education status from county to county
HS = Home studies
41
IHB = Intensive home-based services
IL = Independent living
JJ = Juvenile justice programs
Legal = Legal services
OOH = Out of home care (foster care, group homes residential placement, etc.)
Prev = Preventive services (family support, homemaker services, respite care, etc.)
Column 3, Administrative Functions:
Admin = Miscellaneous administrative or management functions
Con = Contracts
CR = Cost recovery
Crim = Criminal history
Elig = Eligible determination for Title IV-E
Fin = Miscellaneous other financial functions (payments, cost allocations, etc.)
Abbreviations in Reference Table A-2: System Components
Column 3, Administrative Functions (continued):
Legal = Legal services
LicFac = Licensing of facilities (group homes, child care, etc.)
LicFH = Licensing/certification of foster family homes
Pay = Payments
Staff = Staff and workload administration and management
Train = Training
42
Column 4, Other Services to Child Welfare Clients:
CC = Child care
DV = Domestic violence
JJ/YR = Juvenile justice/youth rehabilitation programs
MH = Mental health
SA = Substance abuse
Column 5, Out-of-Scope Services:
APS = Adult protective services
CC = Child care
CMH = Children's mental health
Fin = Miscellaneous other financial functions (payments, cost allocations, etc.)
JJ = Juvenile justice programs
Abbreviations in Reference Table A-2: System Components
Column 5, Out-of-Scope Services (continued):
MH = Mental health
MH/MR = Mental health/mental retardation
YRS = Youth rehabilitative services
Column 6, Interfaces:
Acc = Accounting
43
Admin = Miscellaneous administrative or management functions
Courts = Services related to court proceedings
Crim = Criminal history check
Edu = Education
Fin = Miscellaneous other financial functions (payments, cost allocations, etc.)
IV-A = Title IV-A
IV-D = Title IV-D
JJ = Juvenile justice programs
Lic = Licensing
MH = Mental health
Pers = Personnel/human resources
SA = Substance abuse
Vital = Vital statistics
XIX = Title XIX
Reference Table A-3: Technical Elements
State
System
Networks*
Remote Access
Central
Operating
Database*
Architecture*
Processing Unit
System*
AK
C/S
LAN, WAN
N
P-5
NT 3.51, NT 4.0,
D
NT
AL
M
LAN
N
IBM 9121
Win 3.11, Net
C
mainframe
3.12, Win 3.11,
Net 3.12
AR
C/S
LAN, WAN,
N
HP9000
Pb, Ora, Unix,
C
Inter, Intra
Net 4.1
AZ
C/S
LAN, WAN
Y
P75 desktop,
NT, MVS, NT-
C
45
DX486-100
SNA
laptops
CA
C/S
LAN, WAN
Y
Pentium 75-133
Win 95, Win
C
Wkgps, OS/2,
Lan Server
CO
C/S
LAN, WAN,
Y
TBD
TBD
B
Intra
CT
C/S
LAN, WAN,
N
IBM 3090
Win 3.1, Ban
C
Inter
DC
C/S
LAN, WAN,
Y
Tricord
Win 95, WinNT,
C
Inter, Intra
superserver
Net 4.X
DE
C/S
LAN, WAN,
Y
Sun Spare 1000
Win 95, Sol,
C
Inter, Intra
database server
Ban
FL
C/S
LAN, WAN,
N
TBD
TBD
C
Inter, Intra
*A list of abbreviations used in this column appears at the end of the table.
Client operating systems are printed in normal text; server operating systems are in italics; network operating systems are in bold.
Reference Table A-3: Technical Elements
State
System
Networks*
Remote Access
Central
Operating
Database*
Architecture*
Processing Unit
System*
GA
N/A
N/A
N
TBD
TBD
B
HI
M
N/A
N
IBM 30-90-200E
MVS/CICS
C
IA
M
LAN, WAN,
Y
IBM 3090(J)
Win 95, NT,
C
Inter, Intra
Win NT
ID
Combo
LAN, WAN,
Y
ES 9000
Win 3.11
C
Inter, Intra
mainframe
IL
Combo
LAN, WAN
Y
TBD
TBD
C
46
IN
C/S
LAN, WAN,
Y
Tricord
Win 95, NT, NT
B
Inter, Intra
KS
N/A
Inter
N
Andahl
Win, Net
C
mainframe
KY
C/S
LAN, WAN
N
N/A
NT 3.51, NT
C
3.51, Unix, Sol
2.5
LA
M
LAN, WAN,
Y
IBM mainframe
N/A
C
Inter, Intra
MA
Combo
LAN, WAN,
Y
HP 520(2)
Win 95, Ban
C
Inter
MD
N/A
N/A
N/A
N/A
N/A
N/A
ME
MI
C/S
LAN, WAN,
N
N/A
Win Wkgps,
D
Intra
Unix, IP
Network
*A list of abbreviations used in this column appears at the end of the table.
Client operating systems are printed in normal text; server operating systems are in italics; network operating systems are in bold.
Reference Table A-3: Technical Elements
State
System
Networks*
Remote Access
Central
Operating
Database*
Architecture*
Processing Unit
System*
MN
MO
Combo
LAN, WAN,
Y
IBM
OS/2, OS/2,
C
Inter
OS/2
MS
C/S
LAN, WAN
Y
Enterprise server
Win 3.1, Net
B
4.11, Net
MT
NC
ND
M
LAN
N
Mainframe
N/A
C
47
NE
Combo
LAN, WAN
Y
IBM ES9000-
OS/2W, OS/2
C
720, MVS
NH
C/S
LAN, WAN,
Y
HP9000 K420
Win 95, HP-VX,
C
Inter
Net 4.0
NJ
M
LAN, WAN,
Y
N/A
N/A
B
Inter, Intra
NM
C/S
LAN, WAN
N
HP, Intel
Win 95, HP-UX
B
10.10, Net
NV
N/A
LAN
N
TBD
TBD
TBD
NY
Combo
LAN, WAN,
Y
HP9000 T520
MS Win NT
C
Intra
OH
C/S
LAN, WAN,
N/A
N/A
Win 95, Net or
B
Inter, Intra
HP-UX, Net
OK
C/S
LAN, WAN
N
HP9000 T-500
Win 3.11, Unix,
C
Net
*A list of abbreviations used in this column appears at the end of the table.
Client operating systems are printed in normal text; server operating systems are in italics; network operating systems are in bold.
Reference Table A-3: Technical Elements
State
System
Networks*
Remote Access
Central
Operating
Database*
Architecture*
Processing Unit
System*
OR
Combo
LAN, WAN,
N
IBM mainframe
Win 3.1, Syb,
B
Inter, Intra
Net
PA
No SACWIS
RI
C/S
LAN, WAN
Y
HP420
Win 95, HP-UX,
B
Syb, Net
SC
Combo
LAN, WAN
Y
NAS-XL100
OS/2W, OS/2W,
C
OS/2W
SD
C/S
LAN, WAN,
Y
Compaq Proliant
Win 95, NT
C
48
Inter
5000
TN
C/S
LAN, WAN,
Y
Sun Enterprise
Win 95, Unix,
B
Inter
server
Net, Sol, Com,
Sol, Net
TX
C/S
LAN, WAN,
Y
HP9000 K420
DOS/Win 3.1,
C
Inter, Intra
HP-UX 10.10,
Net 4.1
UT
C/S
LAN, WAN,
Y
N/A
Win 3.1/95, Unix
D
Inter, Intra
VA
VT
No SACWIS
WA
M
LAN, WAN,
Y
IBM mainframe
Win NT, MVS,
C
Inter, Intra
Sol, Unix, Win
NT
WI
C/S
LAN, WAN
N/A
N/A
Win NT, Win NT
B
*A list of abbreviations used in this column appears at the end of the table.
$Client operating systems are printed in normal text; server operating systems are in italics; network operating systems are in bold.
Reference Table A-3: Technical Elements
State
System
Networks*
Remote Access
Central
Operating
Database*
Architecture*
Processing Unit
System*
WV
C/S
LAN, WAN,
Y
HP9000
Win 95, Win NT,
B
Inter, Intra
Unix
WY
C/S
LAN, WAN,
N
RS600 model
Win, Unix (AIX)
B
Inter, Intra
595
4.2
49
*A list of abbreviations used in this column appears at the end of the table.
Client operating systems are printed in normal text; server operating systems are in italics; network operating systems are in bold.
Abbreviations in Reference Table A-3: Technical Elements
Column 2, System Architecture:
Combo = Combination of mainframe and client/server
C/S = Client/server
M = Mainframe
Column 3, Networks:
50
Inter = Internet connection
Intra = Intranet
LAN = Local Area Network
WAN = Wide Area Network
Column 6, Operating System:
Ban = Banyan
Com = Compaq
Net = Novell Netware
Ora = Oracle
OS/2W = OS/2 Warp
Pb = Powerbuilder
Sol = Sun Solaris
Syb = Sybase
Win = Windows
Abbreviations in Reference Table A-3: Technical Elements
Column 7, Database:
B = Both centralized and distributed
C = Centralized
D = Distributed
51
Reference Table A-4: Software
State
Application
Database
Application
Ad Hoc
Office
E-Mail
Development
Reporting
AK
VB 4.0
Access
Access/VB
Crystal Reports
N/A
MS Exchange
AL
N/A
DB2
Powerbuilder
TBD
MS Office
TBD
AR
Powerbuilder/M
Oracle
Powerbuilder
Developer 2000
MS Office
TAO for
F Cobol
Windows
AZ
Composer 3.0
DB2, SQL 6.5
Cobol
Esperant
MS Office 95
MS Exchange
CA
IEF, CASETool,
DB2 host,
N/A
SAS
MS Word
MS Mail
C++, Visual
DB2/2 server
Basic, Cobol
53
CO
TBD
TBD
TBD
TBD
TBD
TBD
CT
N/A
DB2
Powerbuilder
Focus, OMF
MS
MS Mail,
Intelligent
Messaging
DC
Watcom SQL
Oracle 7
Powerbuilder
SQL
MS Office
Groupwise
Reportwriter
DE
Centura Team
Oracle
Centura
Crystal Info
MS Office 95
Shark Mail
Developer
FL
TBD
Oracle
TBD
TBD
MS Office
cc: Mail
GA
N/A
N/A
N/A
N/A
N/A
N/A
HI
Natural
Adabas
Natural
Natural & SAS
N/A
N/A
IA
N/A
IDMS
N/A
N/A
N/A
MS Exchange
ID
Natural
Adabas
Windows
N/A
N/A
MS Mail
Lightstorm
IL
TBD
TBD
TBD
TBD
TBD
TBD
Reference Table A-4: Software
State
Application
Database
Application
Ad Hoc
Office
E-Mail
Development
Reporting
IN
Powerbuilder
Oracle
Powerbuilder
TBD
MS
MS Exchange
KS
IEF generated
DB2
Cobol
N/A
N/A
N/A
Cobol
KY
Terrain,
Sybase Sys II
Gupta, SQL
Crystal Info
MS Office 4.3
MS Mail; plans
Bachman
Replication
Windows 5.03
to go to MS
Groundworks,
Servers
Exchange
Gupta SQL
Windows
54
LA
Software AG
Software AG
Software AG
Software AG
Novel Perfect
Futurus
Natural
Natural
Natural
Natural
Office
Team/Groupwise
MA
Oracle, MQ
Oracle 7
Oracle
Oracle-Discover
Office 97
Beyond Mail
Series, C, Word,
Developer
2000
Beyond Mail
MD
N/A
N/A
N/A
N/A
N/A
N/A
ME
MI
Mapper
Mapper
Mapper/Visual
Data Warehouse
MS Suite
Novell
Basic
SPL & Access
Groupwise
pilot in some
counties
MN
MO
Texas
Dbase 2
IEF Composer
FOCUS
MS Suite
IBM Office
Instruments
Vision
Reference Table A-4: Software
State
Application
Database
Application
Ad Hoc
Office
E-Mail
Development
Reporting
MS
Natural
Adabas
Natural
Natural
WordPerfect,
Groupwise
Lightstorm
Lotus 123
MT
NC
ND
Natural
Adabas
Natural
Natural
N/A
Displaywrite 370
NE
Composer CASE
DB2
Composer CASE
N/A
MS Office
Lotus, cc:Mail
Tool, Aion DS
Tool, Aion DS
Expert System,
Expert System,
55
Cobol, C++
Cobol, C++
NH
S-Designer,
Oracle 7.2
Powerbuilder 5.0
TBD, possibly
MS Office 4.3
MS Mail, Lotus
Powerbuilder 5.0
MS Access,
Notes
Crystal R
NJ
Cobol
N/A
N/A
QRP & Cobol
MS Word
Banyan
Sharkmail
NM
Powerbuilder,
Sybase
Powerbuilder,
Focus
Word, WP,
Groupwise
Focus, Cobol,
Cobol Help
Lotus, Excel
PVCS, SQA
NV
TBD
TBD
TBD
TBD
TBD
TBD
NY
Foundation/C+
Oracle 7.3.2.1
Foundation/C+
Foundation, MS
MS Office 95
MS Exchange
Access
OH
Delphi
Oracle
N/A
Crystal Reports
Corel Office
Groupwise
OK
Powerbuilder
Oracle
Powerbuilder
FOCUS
MS
Host-based
Reference Table A-4: Software
State
Application
Database
Application
Ad Hoc
Office
E-Mail
Development
Reporting
OR
Cincom's Object
Sybase, IMS
Smalltalk, Cobol
TBD, Cobol, EZ
WordPerfect
Groupwise
Studio
II
Plus
PA
No SACWIS
RI
Powerbuilder
Sybase
Powerbuilder,
Infomaker,
MS Office,
N/A
Access
SQR-Cobol
Novell
Groupwise
SC
Natural
Adabas
Natural
Natural
Lotus Smartsuite
cc:Mail
SD
Visual Basic 4.0
MS SQL server
N/A
Crystal Reports
MS Office Suite
MS Mail,
56
6.5
5.0
moving to MS
Exchange
TN
ER Win, BP
Oracle 7.xx
In-house "CCIS"
SQR (latest
MS Office Suite
Novell
Win,
Oracle), Data
Groupwise
Powerbuilder,
Query
Oracle
TX
FCP
Oracle
FCP
Oracle, MS
MS Office
MS Mail
Access
UT
Powerbuilder 5.0
Sybase II
N/A
Infomaker
WP
Groupwise
VA
VT
No SACWIS
WA
N/A
Adabas, Oracle
Natural, Delphi,
Info. Advantage
MS Office
Novell
Info Session
Groupwise
WI
Visual Basic
SQL server
Visual Basic
Crystal Reports
MS Office
Groupwise
Reference Table A-4: Software
State
Application
Database
Application
Ad Hoc
Office
E-Mail
Development
Reporting
WV
Powerbuilder 5
Oracle 7
Powerbuilder 5
Crystal Reports
Corel Perfect
Groupwise
Office
WY
Natural
Adabas
Natural
Adabas SQL
N/A
Groupwise
server, Esperant
57
Reference Table A-5: Security
State
Security
AK
Windows NT
AL
Novell LAN security; RACF on mainframe; user
sign-ons & passwords; physical security for servers
AR
N/A
AZ
ACF2
CA
RACF (host), built-in security (LAN server)
CO
TBD
CT
N/A
DC
Network security, application security
DE
Password, Firewall, Encryption, secure ID cards
FL
TBD
GA
TBD
HI
RAC-F
IA
RACF-ID
ID
Specified user profiles for LAN, mainframe,
application
IL
RACF & TBD based on infrastructure
IN
NT & application using power frame
KS
Top Secret & application
KY
Security at menu levels & also within the
application; based upon case level security
LA
IBM mainframe RACF v2.1
MA
Single log on, password, server detection,
application, audit fields, log to social worker
MD
N/A
ME
MI
Password, no modems, individual classification
MN
MO
RACKF
MS
centralized
MT
NC
ND
N/A
NE
RACF
NH
User authentication, screen access by assigned
security level
59
Reference Table A-5: Security
State
Security
NJ
At network level, at mainframe level
NM
Physical passwords
NV
Dependent on system selection
NY
Windows NT for network access, additional
security specific to user role (supervisor,
caseworker) within application
OH
N/A
OK
Netware security, user ID/password
OR
RACF application-specific security, mainframe
application-specific security, log-on/password-
client/server
PA
No SACWIS
RI
Combination-Novell security on log-ins, log-ins
used w/ application security, security profiles
describe individual access to system
SC
Mainframe: RACF for resources, NATURAL
security for programs; LAN/WAN: WARP server
advanced security
SD
Log-on security provided with the federal
prototype, SQL server built-in security
TN
Novell-C2 level, Sun-C2 level
TX
Network & application access by Novell Netware
4.1 Security; log-in authentication, password,
netware directory services, file system security
UT
N/A
VA
VT
No SACWIS
WA
Mainframe RACF, network NT security in the
application varies by procedure, with some
procedures read-only and/or restricted to
designated users
WI
N/A
WV
Network security-NT; data security-Oracle
WY
N/A
60
Appendix B: Survey
Survey of the Status and Functionality of Statewide Automated Child Welfare
Information Systems (SACWIS)
Name of SACWIS Project Manager
Title
Agency
Address
Phone
Fax
E-mail address
Name and phone number of person completing survey (if different):
We would like to use the survey data as a resource for all states. May we attribute
information gathered in this survey to your state? Information on current contracting
activity automatically will be kept confidential. If you are comfortable with releasing the
bulk of the information in this survey but would like to keep single items confidential,
please check "Yes" below and indicate your exceptions next to the relevant questions.
Yes, may attribute to state.
No, please keep confidential.
1.
Background
1.
To what extent did your child welfare agency have information technology or
automation before October 1, 1993 (check all that apply)?
No automation
Certain functions were automated (please specify:
)
Already had begun planning an information system
Counties had individual systems
Other (please specify:
)
2.
How many children were in out-of-home care in your state as of January 1, 1997?
Please return this survey by April 4, 1997, to Theresa Finchio, APWA, 810 First Street NE, Suite
500, Washington, DC 20002-4267; FAX: (202) 289-6555; phone: (202) 682-0100, ext. 261.
61
Please return this survey by April 4, 1997, to Theresa Finchio, APWA, 810 First Street NE, Suite
500, Washington, DC 20002-4267; FAX: (202) 289-6555; phone: (202) 682-0100, ext. 261.
II.
Plans for SACWIS
1.
Does your agency plan to have a SACWIS?
Yes (please skip to Question 3)
No (please complete Question 2)
Undecided (please indicate why:
)
2.
If your state is not planning to build a SACWIS, please indicate the reason(s).
Legislature has not appropriated funds
Agency determined there is no need
Other (please specify:
)
Comments:
The rest of this survey concerns states that have a SACWIS or plan
to implement one. If your state does not plan to implement a
SACWIS, please return this survey (completed pages only) to
Theresa Finchio at APWA. Thank you.
62
Please return this survey by April 4, 1997, to Theresa Finchio, APWA, 810 First Street NE, Suite
500, Washington, DC 20002-4267; FAX: (202) 289-6555; phone: (202) 682-0100, ext. 261.
3.
What is the status of your SACWIS project?
Planning (preparing PAPD/awaiting PAPD approval)
Awaiting IAPD approval
Released RFP; awaiting bids
Contract negotiations
Designing system
Installing equipment
Partial implementation/pilot
Already implemented statewide
Other (please specify:
)
4.
In the right-hand column of the table below, please indicate the date the activity
has been completed or will be completed.
Stage
Actual or Expected
Completion Date
Planning/PAPD Approval
IAPD Approval
Issue RFP
Bids Due
Contract Awarded
Application Design
Equipment Installation
Pilot
Statewide Implementation
63
Please return this survey by April 4, 1997, to Theresa Finchio, APWA, 810 First Street NE, Suite
500, Washington, DC 20002-4267; FAX: (202) 289-6555; phone: (202) 682-0100, ext. 261.
5a.
How many users are on your state's SACWIS?
5b.
Who are the users on your state's SACWIS (check all that apply)?
Clerical staff
Workers
Supervisors
Managers
Other (please specify:
)
6.
In the table below, please check () which activities you have contracted out (or
plan to contract out), and which are/will be kept in-house. Also, please indicate
the contractor(s) for each activity, where applicable, in the far right-hand column.
Activity
In-
Con-
Both
Name of Contractor
House
tracted
Mainframe/server
PCs
Infrastructure
Application
Development
Implementation
Interfaces
Data Conversion
Training
64
Please return this survey by April 4, 1997, to Theresa Finchio, APWA, 810 First Street NE, Suite
500, Washington, DC 20002-4267; FAX: (202) 289-6555; phone: (202) 682-0100, ext. 261.
III.
System Functions and Interfaces
1.
Which child welfare services does your state's SACWIS support (check all that
apply)?
Child protection (intake, screening, investigation, disposition
determination, crisis intervention/family stabilization, discharge)
Out-of-home care (foster care, group homes, residential placement,
etc.)
Intensive home-based services
Adoption (recruiting, placement, post-adoption services, etc.)
Preventive services (family support, homemaker services, respite
care, etc.)
Independent living
Other (please specify:
)
2.
Which administrative functions does your state's SACWIS support?
Licensing/certification of foster family homes
Licensing of facilities (group homes, child care, etc.)
Payments
Staff and workload administration and management
Contracts
Criminal history
Cost recovery
Other (please specify:
)
65
Please return this survey by April 4, 1997, to Theresa Finchio, APWA, 810 First Street NE, Suite
500, Washington, DC 20002-4267; FAX: (202) 289-6555; phone: (202) 682-0100, ext. 261.
3.
Does your state's SACWIS include a risk-assessment component?
Yes
No
4.
Which other services to child welfare clients does your state's SACWIS track?
Mental health
Substance abuse
Domestic violence
Juvenile justice/youth rehabilitation
Other (please specify:
)
5a.
Does your state's SACWIS include any components that are outside the scope of
SACWIS, as defined by the interim final rule of December 22, 1993 (e.g., adult
services, juvenile justice, child care)?
Yes (please complete Question 5b)
No (please skip to Question 6)
5b.
If yes, please indicate which other components are in your SACWIS.
6.
Check all applicable interfaces your state's SACWIS includes:
IV-A
Mental health
IV-D
Criminal history
Title XIX
check
Personnel/human
Juvenile justice
resources
Accounting
Other (please
Licensing
specify:
Vital statistics
)
Education
66
Please return this survey by April 4, 1997, to Theresa Finchio, APWA, 810 First Street NE, Suite
500, Washington, DC 20002 4267; FAX: (202) 289-655; phone: (202) 682-0100, ext. 261.
7a.
Is your SACWIS a stand-alone system, or is it integrated with other systems?
Stand-alone
Integrated
7b.
If integrated, what other systems are included?
8.
Does your SACWIS provide ad hoc or executive reporting?
Yes
No
Comments:
9.
For items (a) and (b) below, please indicate whether you are submitting data to the
U.S. Department of Health and Human Services from your SACWIS or another
system. If another system, please indicate how you are submitting the data:
a.
AFCARS:
SACWIS
Other System:
N/A
b.
NCANDS:
SACWIS
Other System:
N/A
IV.
System Architecture
1.
What is the system architecture for your state's SACWIS?
Mainframe (please describe:
)
Client/server (please describe:
)
Combination (please describe:
)
Other (please specify:
)
67
Please return this survey by April 4, 1997, to Theresa Finchio, APWA, 810 First Street NE, Suite
500, Washington, DC 20002-4267; FAX: (202) 289-655; phone: (202) 682-0100, ext. 261.
2a.
Does your state's SACWIS have either of the following networks?
Local Area Network (LAN): Network Speed
Wide Area Network (WAN): Network Speed
N/A
2b.
Does your network have an Internet or intranet connection?
Internet
Intranet
N/A
3a.
What type of workstation does your system support?
Dedicated/desktop workstation (please answer Question 3b, then go
on to Question 4)
Mobile/laptop workstation (please answer Questions 3c and 3d)
Both (please answer questions 3b, 3c, and 3d)
Other (please specify:
)
3b.
What type of dedicated workstations do users have?
Terminal
Personal computers
3c.
Who in your state has mobile/remote access (check all that apply)?
Clerical staff
Workers
Supervisors
Management
Other (please specify:
)
68
Please return this survey by April 4, 1997, to Theresa Finchio, APWA, 810 First Street NE, Suite
500, Washington, DC 20002-4267; FAX: (202) 289-6555; phone: (202) 682-0100, ext. 261.
3d.
Please place a check mark in the table below under each part of the system to
which the users listed at left have remote access.
User
Application
E-Mail
Other
(please specify)
Supervisors
Workers
Clerical Staff
Administration
Other
(please specify)
4.
What central processing unit does your state's SACWIS use?
5.
What operating system(s) does your SACWIS use?
Client:
Server:
Network:
6.
Is your SACWIS database centralized or distributed?
Centralized
Distributed
Both
69
Please return this survey by April 4, 1997, to Theresa Finchio, APWA, 810 First Street NE, Suite
500, Washington, DC 20002-4267; FAX: (202) 289-6555; phone: (202) 682-0100, ext. 261.
7.
Please indicate the software used for the following aspects of SACWIS
development and implementation:
Application development:
Database:
Application:
Ad hoc reporting:
Office:
E-mail:
8.
What is the user-to-terminal (or PC) ratio in your state?
9.
Describe the types of security your state's system has:
10.
Is your state's SACWIS Year 2000 compliant?
Yes
No
Thank you for taking the time to complete this survey.
70