1994 Governor's Summit On School Linked Health Services For ChildrenAnd Their Families

Healthy Families, Healthy Schools A Call To Action

William Donald Schaefer, Governor

.October 13, 1994

Adult Education Center University of Maryland College Park • Honorary Chairman: Ancelmo E. Lopes ,. STATE OF MARYLAND OFFICE OF THE GOVERNOR ~

IN REPLY REFER TO WILLIAM DONALD SCHAEFER GOVERNOR

ANNAPOLIS OFFICE STATE HOUSE 100 STATE CIRCLE ANNAPOLIS, MARYLAND 21401 (410) 974-3901 October 13, 1994 BALTIMORE OFFICE SUITE 1513 301 WEST PRESTON STREET BALTIMORE, MARYLAND 21201 (410) 22~8oo

WASHINGTON OFFICE SUITE 311 444 NORTH CAPITOL STREET, N.w. WASHINGTON , D.C. 20001 (202) 638-2215

TOO (410) 333-3098 Dear Summit Participant:

Today's Governor's Summit, Healthy Families, Healthy Schools, is truly a "Call to Action." The primary goal of this Summit is to share with you information on the purpose, structure and financing of a school linked health system. We hope that what you learn here today will enable you to work together to develop and design school linked health services that meet the needs ofyour children, your families, and your community.

It is myvision that Maryland will have a comprehensive and coordinated service delivery system that offers all families the services and assistance they need to prevent or minimize health problems and to promote the development - physically, mentally, and emotionally - ofchildren, youth and families. This system should be determined locally, involve public and private partners, be family-focused, and recognize and respect diverse ethnic and cultural strengths and needs. I strongly believe that healthy families maintain healthy communities.

I am joined by Ancelmo Lopes, Honorary Chairperson, in expressing sincere apprecia­ tion ofyour participation in today's Summit. Your ideas, concern, and commitment will make a difference in our efforts to provide a school linked health care delivery system in Maryland.

Sincerely, ?!:: r;?i+ Second Governor's Summit on School-Linked Health Services for Children and Their Families Healthy Families, Healthy Schools A Call To Action

October 13, 1994 ~ 8:30 am - 3:00 pm University College Conference Center ~ University of Maryland College Park

AGENDA

8:30- 9: 15 am Concourse WORKSHOPC Room 1123 Registration School Based Infant Care: Parents and Babies Continental Breakfast and Exhibitors Learning Togehter Jeanne M. Page, MA KarenL. Roe

9: 15 - 9:30 am Chesapeake/Ft. McHenry Room WORKSHOP D Room 1109/11 Welcome Partners Promoting Success to Create Healthy Ancelmo E. Lopes, Summit Chairperson Students and- Families President, Mid-Atlantic Health Care Plan Dorothy P. Giersch Prudential Health WORKSHOP E Room 0105 Maryland Making the Grade: An Update on School 9:30 - 10: 15 am Chesapeake/Ft. McHenry Room Based Health Centers in Maryland Keynote Address Genie L. Wessel Michael D. Usdan, EdD President, Institutefor Educational Leadership 12:15 - 12:45 pm Concourse Appetizer and Networking in Exhibit Area

10:15-10:45 am Chesapeake/Ft. McHenry Room Remarks and Presentation 12:45-1:30 pm Chesapeake/Ft. McHenry Room Governor William Donald Schaefer Luncheon

10:45-11:00 am Concourse 1:30 - 2:00 pm Chesapeake/Ft. McHenry Room Break with Exhibitors Remarks Dr. Nancy Grasmick Maryland State Superintendent ofSchools 11:00 am - 12:15 pm Concurrent Workshops: 2:00 - 3:00 pm Concourse WORKSHOP A Chesapeake Room Dessert and Networking in Exhibit Area Hurlock's Helping Hands: Teaching Social Skills and Peer Mediation Dale F. Carrier 3:00pm Gall S. Aveson, BA, MEd Adjournment WORKSHOP B Ft. McHenry Room Western Maryland AlIEC Adolescent Coalitions: Lessons Learned Susan O. Davis, MEd SherylA. Ryan, MD Summit Planning Committee

WILLIAM DONALD SCHAEFER GOVERNOR

Marilyn Goldwater Rose LaPlaca Joan Stine Governor's Office Maryland State Board oj Health Education Center Committee Chair Education June Streckfus Carol Ann Baglin Brenda Leath Business Roundtable SchoolsJor Maryland. InJants and Toddlers National ConsortiumJorAfrican Success Program American Children Andy Tomko Julia A. Butler Deborah A. Lucas United Way ojCentral Maryland. Maryland. Congress ojParents Governor's Office and. Teachers Health Dr. Sue Travetto Dr. Lani Smith Majer Maryland State Department oj Kathleen M. Chin, RD Anne Arundel COWlty Health Education Baltimore COWlty Public Schools Department Angelo Triosi Kathy Cook Brenda M. Nicely Medical and Chirurgical Faculty Department ojHuman Services National School Health Education oJMaryland Coalition Beth Cooper Ed Trumbull American HeartAssociation Jerry Eileen Perry Governor's Olfke .Maryland. InJants and Toddlers Valerie Craig Program Charlene Uh1 American Lung Association oj Ready at Five Advocates Children Maryland. Michele Prumo and youth Baltimore County Public Schools Jeannette A. Duerr Carmine M. Valente, PhD Kaiser Pennanente M. Virginia Ruth, DrPH, RN Medical and Chirurgical Faculty SchooloJNursing, University oj oJMaryland AnneFox,RN Maryland at Baltimore Department ojJuvenile Services Karen Van Landeghem Darlene Saunders National School Health Education Dr. Wayne Gersen Council ojChieJState School Coalition Superintendent, Washington Officers COWlty Schools Jeanette Washington Christopher Shearer HPRC Silvia Holschneider Nat ional Health/Education National Health/Education Consortium Genie Wessel Consortium OfficeJor Children Youth and Dianne Smith, RN Families Nancy Hudson ArcolaNursing and Maryland. State Dep artment oj Rehabilitation Center Henry Westray, Jr., MS, Education LCSW Debbie Sommerville Department ojHealth and Mental Dr. Susan Kleinberg Maryland State Department oj Hygiene Business Roundtable SchoolsJor Education Success David A. Zauche Shirley Steele American Cancer Society Maryland State School Health Council GOVERNOR'S SUMMIT ON SCHOOL LINKED HEALTH SERVICES FOR CHILDREN AND THEIR FAMILIES October 13, 1994

Ancelmo E. Lopes, Chairperson President, Prudential Health Care plan of the Mid-Atlantic Vice President, Mid-Atlantic Operations, Baltimore As Vice President for Group Operations, Mr. Lopes heads Pnldential's entire group insurance operation in the Maryland, DC, and Northern Virginia area. With more than 600 employees, Mid-Atlantic provides a Jull range of insurance products and services, with a strong emphasis on managed care, to over a quarter million managed care members. He is also the president of Prudential Health Care Plan of the Mid-Atlantic, one of Pnldential's largest HMO's.

Gail S. Aveson, BA, MEd Guidance Counselor, Hurlock Elementary Dorchester County Board of Education, Cambridge Ms. Aveson has been a Guidance Counselor for 20 years at the high school, middle school, and elementary school levels. She is also National Certified Counselor (NBCC).

Dale F. Carrier Pupil Personnel Specialist Dorchester County Board of Education, Cambridge Formerly a social studies teacher and department chair (20 years), Mr. Carrier has also coached basketball, track, and softball in his 30-year career as an educator. He has also served on the Hurlock Town Council for 8 years.

Susan O. Davis, MEd . Director of Program Development Western Maryland Area Health Education Center, Cumberland Employed at the AHEC for over 9 years, Ms. Davis has coordinated educational programs in geriatrics, toxic education, and adolescent medicine, as well as a program designed to recruit rural youth into health careers. She also has coordinated many continuing education programs for health professionals and has written over a dozen federal grants. Dorothy P. Giersch Program Developer, IIPartners Promoting Success" Prince George's County Public Schools, Upper Marlboro Ms. Giersch began as a classroom teacher in Prince George's county Public Schools in 1966. Since then, she has held numerous positions, including: reading specialist; instructional support teacher; implementation specialist for PL 94-142; area teacher specialist; and principal.

Jeanne M. Page, MA Executive Director Open Door of Maryland, Inc, Towson In 1983, Ms. Page, a psychologist, founded the non profit organization Open Door to address the need for school based child care for latc ey children. Two years ago, Open Door began a school based program for infants of adolescent high school students to enable young mothers to earn their high school diploma and learn parenting skills.

Karen L. Roe Family Studies Supervisor Baltimore County Public Schools, Towson Ms . Roe has taught family studies since 1971 in the Baltimore County Schools. She has also worked as an assistant principal and as a curriculum supervisor.

Sheryl A. Ryan, MD Director of Research and Assistant Professor of Pediatrics University ofMaryland Medical School, Baltimore Primarily trained as a pediatrician, Dr. Ryan completed sub specialty training in Adolescent Medicine at UCSF and Health Policy/Health Services Research at the Johns Hopkins School of Public Health. She has been involved in several research projects on high-risk behaviors in youth, especially violence, health status measurement, and health differences between urban and rural youth.

Genie L. Wessel, RN, MS Proiect Director, IIMaryland Making the Grade" Governor's Office for Children, Youth and Families, Baltimore Previously Administrative Specialist in Frederick County, Ms. Wessel has also been Nursing Consultant for School/Adolescent Health at the Family Health Administration, DHMH. The Honorahle Nancy S. Grasmick Maryland State Superintendent of Schools Special Secretary for Children, Youth and Families Office of the Governor Dr. Grasmick was appointed Maryland State Superintendent of Schools in 1991. The first woman to hold this high-ranking position in education, her appointment caps a distinguished 30-year career as a teacher, principal, and public health administrator. Also Special Secretary for Children, Youth and Families, Chairing the governor's Subcabinet for Children, Youth and Families, Dr. Grasmick's vision is that every child should have the opportunity for a quality education. She is also a strong advocate of public/private partnerships to extend the level of government services.

Michael D. Usdaa President, Institute for Educational Leadership Dr. Usdan.was appointed President of the Institute for Educational Leadership on July I, 1981. He was Connecticut's Commissioner of Higher Education from 1978 to 1981 and has written and published many articles and books on various aspects of education, primarily focusing on problems relating to urban education and the relationship of government and politics to education. .994 Governor's Summit on School Linked Health Services for Children and Their Families

HEALTHY FAMILIES, HEALTHY SCHOOLS A Call to Action

October.3.994 SCHOOL BASED INFANT CARE: PARENTS AND BABIES LEARNING TOGETHER

The Adolescent Parent Program is a multi-service program serving eighteen teen parents and their infant children. A licensed, school based, infant care center, a parenting education course, and connections with community agencies are key components of the program.

The infants benefit because they: .. -receive consistent care in a safe environment. -are assessed routinely by the Infant Toddler Program. -have regular interaction with their parent during the school day. -are monitored for general wellness. -have an enriched environment with daily stimulation for wholistic development. -experience an enhanced relationship with their parent.

The teen parents benefit because they: -learn effective parenting skills. -are relieved of some of the anxiety which accompanies teen parenthood. -feel more a part of the school community. -are able to attend school regularly. -participate in career counseling .. -achieve academically. -become advocates for self and child. -are able to manage the responsibilities of parenthood better.

The community benefits because: -teens become productive, wage earning citizens. -tax dollars are used maximally.

presented by: Jeanne Page: Open Door of Maryland, Inc. Karen Roe: Baltimore County Public Schools THE STATE OF MARYLAND The Governor's OffIce 101 Ch8dl8lJ, Youth, and Fam...

MARYlAND MAKING THE GRADE Schoo/-/J8$ed H88Ith CentlllS

STATE OF MARYLAND WIlliAM DONALD SCHAEFER. GOVERNOR

GENIE L. WESSEL, R.N., M.S., F.A.S.H.A. PROJECT DIRECTOR MARYLAND MAKING THE GRADE GOVERNOR'S OFFICE FOR CHILDREN, YOUTH, AND FAMILIES

301 WEST PRESTON STREET SUITE 1502 · · · ·~ BALTIMORE. MARYLAND 21201 (410) 225·4160 ~ .. IN, · (410) 333·5248 FAX ii 'J1IB &TATE 01' llAaYLAND TIle CoYel'DOr'. om.. lor CIdJdNa, yeatla, aDd I'a-III_

IIAIlYLAND MAKING TIlE GIlADB 8cbool-B••ed Realtia CeDt:en

Ti-etaltle

State Plannllll Grant AppUcatlon:

July 16, 1993 Statewide meeting to identify communities interested in participating in the Robert Wood Johnson School-Based Health Centers project

September 9, 1993 Robert Wood Johnson Foundation application deadline

October 1993 Maryland delegation defends grant proposal before Robert Wood Johnson review panel

December 1993 $100,000 Planning Grant Awarded to Maryland by the Robert Wood Johnson Foundation.

Local Plann11ll Grant AppUcatlon:

May 11,1993 Local grant application distributed to seven participating jurisdictions.

July 25, 1994 Local grant application due to the Office for Children, Youth, and Families.

August 16, 1994 Grant Review Subcommittee selects two jurisdictions as planning grant recipients

September 8, 1994 Subcabinet approves the selection of Montgomery and Talbot counties

October 3, 1994 $9,000 planning grant awarded to Talbot and Montgomery Counties by Dr. Nancy S. Grasmick

State Implementatlon Grant AppUcatlon:

December 15, 1994 Implementation grant proposal due to the Robert Wood Johnson Foundation.

April 1995 The Robert Wood Johnson Foundation announcement of the ten states to be awarded up to $2.2 million implementation grant 9/12/94 INFORMATION SHEET

STATE OF MARYlAND SUBCABINET FOR CHILDREN, YOUTH, AND FAMILIES

SCBOOL-BASED/SCBOOL-LINItED SERVICES

Educational achievement depends not only on the learning environment, but on a student'S physical, emotional, and social well-being. Although the school itself cannot provide for al1 the health and social services a child may need, the school can play a major role in providing access to appropriate community services. f

The Governors Subcabinet for Children, Youth, and Families supports school-based and school-linked services as a means for schools, state and local agencies, private organizations, parents, and communities to work together to address the needs of today's children.

WHAT ARE SCHOOL-BASED/SCHooL-LINKED SERVICES 1:

• School-basedlschool-linked services are health and social services which help students achieve educational success and self-sufficiency. Such services can focus on prevention, early intervention, or remediation. • Services may be provided at the school (school-based) or at a site linked to the school (school-linked). • Communities can use existing school buildings to meet a wide variety of neighborhood needs. • School-basedlschool-linked services provide access to existing and new services which are community oriented and user friendly.

WHY ARE SCHooL-BASED/SCHOOL-LINKED SERVICES NEEDED 1:

• Increasing numbers of children are entering school in need of physical, emotional, and social support. • Not all children have equal access to the same resources or life enriching experiences. • Poor nutrition, chronic illness, and the absence of adequate child care have an impact on children's readiness to learn. • Adolescent violence, suicide, sexually transmitted diseases, and teen pregnancy impact on successful completion of high school.

IN WHAT JURISDICTIONS ARE SCHOOL-BASED/SCHOOL-LINKED SERVICES CURRENTLY AVAiLABLE IN SOME SCHOOLS 1:

Baltimore, Caroline, Frederick, Montgomery, Prince George's, Queen Anne's, and Talbot Counties and Baltimore City WHAT SERV1CES MIGHT BE OFFERED '!:

o Health services o Mental health services o Parenting skills o Early childhood programs o Early intervention services o Adult education o Employment training o Recreation o Mentoring programs o Information & referral o Family support services o Juvenile services o Leisure activities o Social services o Before and after school care o Tutoring o Crisis prevention, intervention, o Health education aftercare services o Nutrition counseling

HOW WILL SCHOOL-BASED/SCHOOL-LINKED SERVICES BENEFIT STUDENTS AND THEIR FAMILIES ?:

• Families will become aware of services in the community and will be able to access those services more readily. • Healthy, well-rounded students will be able to achieve at their highest educational potential. • Based on community needs, services will support students in transitioning smoothly from grade to grade, to work, or to higher education.

WHAT ARE THE KEY PRINCIPLES ?:

• School-basedlschool-linked services should be family and community centered. • Individual beliefs, culture, and interpersonal styles of students, .families, schools, and communities should be respected. • Services should be comprehensive and interagency. • . The choice of services should be determined at the community level. • Local jurisdictions should encourage public and private sector partnerships. • Accountability should be shared among the community, parents, schools, and service providers. Outcomes should be determined collaboratively.

HOW WILL RESOURCES BE USED ?:

• School-basedlschool-linked services will be funded through a combination of federal, state, local, private, and foundation resources.

For further infonnation, contact the Governor's Office for Children, Youth, and Families, 301 West Preston Street, Suite 1502, Bahimore, Maryland 21201 Telephone (410·225-4160) 9/13/94 TIlE nATE OP IIIAIlTIAND The Goyeriaor'. OIDoe 101' CbIIdrea, ToatII, aDd Pawlll. IIIAIlTIAND MADNG THE GaADE Scbool-Ba.ed Bealda Ceaten Barriers to Health Care Services

This list of barriers for the provision of health care in schools identified at a state level meeting focusing on school based services. They represent barriers which are apparent at the state and the local level from past experiences with school-based services. The Maryland Making the Grade state Advisory Committee will target these barriers in its s.ubcommittees and develop action plans to address them. OPERATING BARRIBRS: Shorta~e of mid-level practitioners, ie. nurse practitioners, * ph¥sic1an assistants, and clinical social workers trained in ch1ld and adolescent health * confidentialit¥ issues * Shortage of pr1mar¥ care providers * Transportation dur1ng off hours and in the summer * Hours of operation INSURANCE BARRIBRS: * Uninsured students Integration with MAC pro~ram * Relationshi~s with HMOs 1n the area * - prov1der choice financial reimbursement - accessible services - capitation program Insurance reimbursement * - setting up a billing system - collecting & accounting for revenues * Lack of continuous Medicaid eligibility FINANCIAL BARRIERS: * Start-up cost * Space renovation * Medical equipment, supplies, and pharmaceuticals expenses * Salaries for personnel and staff COMMUNITY BARRIERS: * How the public views SBHCs * Lack of mental health services for children at SBHCs * Unclear perceptions on the part of educators and school administrators regarding SBHCs * Physicians' perception of mid-level practitioners FAMILY BARRIERS: * Lack of follow through on the part of the students * Complex lives of students and families * Lack of knowledge of appropriate use of the health care system POLICY BARRIERS: Competin~ priorities for health care dollars * Unknown 1mpact of national and local health care reform * Limited access to school grounds and buildings for security * reasons.

From: School-Based/School Linked Services Committee c:\wpSl\wessel\barriera May 27, 1994 THE STATE OF MARYLAND The Governor'. omce for CbUdreD, Youth, and Families

MARYLAND MAlUNG THE GRADE Scbool-Based Health Centers

Outlined ' Priorities

The Robert Wood Johnson Foundation will give priority consideration for the award of its implementation grants to those states with feasible plans to achieve the following objectives:

1. FINANCING BARRIERS - Maryland must demonstrate significant progress in developing feasible plans to overcome financing and other barriers to establishing school­ based health centers.

2. SCOPE OF SERVICES - The proposed school-based health centers must provide comprehensive, age-appropriate physical and mental health services to children in grades K through 12 through multi-disciplinary health care teams located at the schools.

3. INTEGRATION OF SERVICES - Existing health services and other resources in the schools and communities must be collaboratively integrated with the school­ based health center services.

4. REPLICATION OF SBHCs - The selected jurisdiction must develop plans for an extensive system of school health services located in schools throughout their school district that can provide care for a significant portion of underserved children.

5. SERVICES PROVIDED - Health Centers must address the most important health challenges among school-aged children, such as, unintentional injuries, unmet medical and dental needs of immigrants, too-early parenting, HIV infection, violence, and alcohol, tobacco and other forms of substance abuse.

6. MID-LEVEL PRACTITIONER TRAINING - Maryland must encourage the training of nurse practitioners, physician assistants, and clinical social workers to expand the supply of professionals available to staff health centers and to provide a supportive practice environment in the schools.

7. COMMUNITY OWNERSHIP - The selected jurisdictions must assure a high degree of community ownership and support for school-based health centers through community-based advisory committees, communications efforts, and targeted strategies to include leadership from the entire community.

(Application Guidelines, The Robert Wood Johnson Foundation, "Making the Grade: State and Local Partnerships to establish School-Based Health Centers", September, 1994, pages 2-3) 9/19/94 THE STATE OF MARTLAND The (;overaor'. Omce fi)r ChildreD, Touth, aDd Families

MARYLA.HD MAJtJNG THE GRADE School-Based Health Ceaten

WHAT IS A SCHOOL-BASED HEALTH CENTER (SBHC)? School Based Health Centers (SBHCs) are comprehensive primary health care facilities located within or·on the grounds of schools. They are .staffed by a multi-disciplinary team of professionals with particular expertise in child/adolescent health (i.e., nurse practitioner, MD, social worker, prevention specialists and in some instances a dentist and dental hygienist, nutritionist, health educator, outreach worker or other ancillary health professionals) •

!BY DO WE NEED SBHCs? 1. A large number of children do not have access to basic medical care. They include those who live in rural areas and inner cities, those who live 'in poverty, and those who are uninsured or under-insured. 2. Changes in family structure in the past few decades aggravate difficulties in obtaining health care - single parent families and homes with two working parents comprise a majority of households today. Incomes often suffer when parents take time off from work to bring a child to a doctor. 3. Many families nov are either under-insured or non-insured and seek medical care in only life threatening situations. For those who are insured, often insurance plans do not cover preventive health measures such as annual physicals, dental exams, 'or immunizations. 4. Poor children often face insurmountable barriers to adequate care. Lack of transportation, money, and knowledge about available services and preventive healthcare can keep them from receiving the services they deserve. Rural children often face non-existent health services or must travel long distances to obtain any health care. HOW CAN SBHCs HELP?

1. SBHCs eliminate the obstacles of tr~nsportation, scheduling, economic constraints and unacceptability of services to teens. SBHCs are in a position to reach youth who would not receive care in the traditional system. The integration of social and medical services acknowledges the complex causes of many of the problems adolescents face. School Based Health Center (SBHC) Page 2

2. The combination of medical care and counseling a long with health education, both in the classrooms and ' the SBHC, reinforces important health issues and allows an emphasis on prevention, early intervent~on, and health promotion. I .

WHAT SERVICES DO THEY PROVIDE? SBHCs provide primary health care including: • physical exams; • diagnosis and treatment of acute. and chronic illness l . (i.e. ,asthma, injuries, high blood pressure, strep throat, etc.) ; • immunizations; • nutrition counseling, weight management, and treatment for eating disorders; • laboratory tests; • prevention services aimed at substance abuse, HIV/AIDS, unintended pregnancy, violence, STD's, child abuse and neglect; and ' • health education and health promotion. They also provide mental health and social services including: • crisis intervention; • individual, group~ and family counseling; • outreach to students at risk; , • advocacy and referral for services such as day care, housing, and job training; and • consultation and training to parents and school staff. Several sites also provide full dental services.

WHAT WOULD HAPPEN WITHOUT SCHOOL-BASED HEAL~H CENTERS?

SBBe staff have been able to intervene and prevent: suicidal gestures, tuberculosis, sexually transmitted disease, asthma, hypertension, elevated cholesterol, psychosis, anxiety, depression and school phobia to name but a few. without these services some of these stUdents faced life threatening situations, others would have missed numerous days of school and still others would have gone untreated, potentially developing costly chronic health conditions. For many of the students using the SBHe, it is their only source of primary health care.

. ~ .

C:\WP51\WESSEL\RATIONALE A.q..zst 15, 1994 Mary/and Making the Grade: . Partnerships to Establish Fact Sheet School-Based Health Centers

Fromm PuI]HB: To provide comprehensive health services for school-age children with unmet health care needs by facilitating the establishment and continued operation of new school-based health centers in interested communities.

DmeUne and Fundinei 1) In January 1994, Maryland received a IS-Month Planning Grant for school-based health centers from the Robert Wood Johnson Foundation of $100,000 to be used through March 1995.

2) In March 1995, Maryland may be one of ten states chosen to receive an Implementation Grant for school-based health centers from the Robert Wood Johnson in the amount of $2.2 million. The funding will be used over the course of 4 years, and will be distributed as follows: • $900,000 will be awarded to Montgomery County for delivery of services in two school-based health centers,

• $900,000 will be awarded to Talbot County for delivery of services in two school-based health centers, • $300,000 will be used for program management at the state level, and • $100,000 will be targeted for mid-level practitioner training.

3) Other funding for school-based health centers will come from third party insurers, federa1lstatellocal funds, in-kind contributions, and grants.

Haaland mods: Goals:

• To support the educational experience through improved physical, mental, and social well-being for all students; • To improve access to preventive and primary health care particularly to medically underserved children and adolescents; • To promote positive health behaviors that result in primary prevention of illness and to improve general wellness;

• To increase health education knowledge. .Achievements: • A State Advisory Committee for the Maryland Making the Grade Project bas been formed to address the issues related to operating school-based health centers in our State.

. • Subcommittees of experts from government agencies, community organizations, Universities and Colleges, and business groups have been formed to specifically find solutions to funding, quality assurance, and other operating issues.

LogI Participation: • Through a competitive selection process, Montgomery and Talbot County have been chosen to receive a $9,000 Planning Grant to prepare for the award of the Robert Wood 1ohnson Implementation Grant and/or other funding from which they may operate a school-based health center. • School-based health centers will offer services that are preventive, treatment '... oriented, and age-appropriate. Each school community will determine what ." services will be provided in their health center.

• Parental consent must be obtained before a student may access any services offered by the school-based health center.

More information: If you would like more information on the Maryland Making the Grade Project or the school­ based health center effort in Maryland, please contact Genie L. Wessel, Project Director, or Christy Lynch, Project Coordinator at The Governor's Office for Children, Youth, and Families, 301 W. Preston Street, Baltimore. MD 21201. The phone number is 410-225-4160. Governor's Summit on School Linked Health Services October 13, 1"4 Participants

Preshoba Abraham Marlene Adkins Mary Adkins Vi lla Julie Cbllege Baltimore Infants & Toddlers Prog Even Start, Queen Anne's Co Bd of Educ 3910 Keswick Rd 10 W Eager St, 3rd Floor 202 Chesterfield Ave Baltimore MJ 21210 Baltimore MJ 21201 Centreville MJ 21617 (410)338-9223 (410)396-1666 (410)758-4446

Mary Affeldt Mary Joan Albright Teresa Albright ARC MD Psychol Assn Maryland State Teachers Association Box 5180 1112 S Kenwood Ave PO Box 186 Baltimore MJ 21224 Baltimore MJ 21224 Kingsville MJ 21087 (410)550-1599 (410)328-3522 (410)592-9572

Patricia Amass John Andrews Beth Appleman Carroll Co Public Schools Maryland Business Roundtable for Education Montgomery Co Dept of Fam Res 55 N Court St 7445 Van Noy Loop 401 Fleet St Westm in ster rv1D 21157 Ft Meade MJ 20755 Rockville M) 20850 (410)848-8280 (301)677-2669 (301 )217-4955

Patsy Ardinger Rosemary Atkinson Gail Aveson Fam Life Adv Coun - Wash Co Baltimore City Housing and Comm Develop Hurlock Elementary School WCHD 1302 Penna Ave 3939 Reisterstown Rd PO Box B Hagerstown MJ 21742 Baltimore MJ 21215 Hurlock MJ 21643 (301 )791-3290 (410)396-0191 (410)943-3303

Ingrid Backman Carol Ann Baglin Mark Bailey Washington Co DSS Maryland Infants and Toddlers Program Mt Washington Ped Health Sys PO Box 1419 300 W Lexington St Box 15 1708 W Rogers Ave Hagerstown MJ 21740 Baltimore MJ 21201 Baltimore MJ 21209 (301 )791-4035 (410)333-8100 (410)578-8600

Patricia BalduccI Linda Ball Mary Bandorick Harford Co Health Dept Higher Horizons Head Start Carroll Co Health Dept PO Box 797 5920 Summers Lane 540 Washington Rd Bel Air MD 21014 Bailey's Crossroads VA 22041 Westminster MJ 21157 (410)638-8414 (703)820-2457 (410)876-4929

Chiann Bao Jane Barker Retta Barkley MASC Charles Co Health Dept MD Assoc of Elem School Administrators 10632 Anglohill Rd PO Box 640 11820 Liberty Rd Cockeysville MD 21030 LaPlata MJ 20646 Liberty10wn MJ 21762 (410)661-0885 (301 )934-9577 (301 )898-5616

Page 1 .' , Governor'. Summit on School Linked Health Services October 13, 1994 PartJelpiUJts

Andrew Barshinger Patricia Barton Gail Beard 1/' " MAESP Oakwood Elementary School Harford Co Health Dept .,, ,., 10063 Quantrell Row 330 Oak Manor Rd. 119 S. Hays St Columbia MD 21046 Glen Burnie M) 21061 Bel Air rI/O 21014 (410)313-7142 (410)222-6429 (410)638-8415

Peter Beilenson Virginia Beisler Lois Bell Baltimore City Health Dept Prince Georges Co Health Dept Montgomery Co Head Start 303 E Fayette St 9314 Piscataway Rd 4910 Macon Rd Baltimore MD 21202 Clinton rI/O 20735 Rockville rI/O 20852 (410)396-4387 (301 )856-941 0 (301 )230-0676

George Benjamin Vergie Benton Joyce Bergstein Gov Welfare Reform Commission MD Rural Dev Corp Head Start MITP 108 Pembrooke View Lane PO Box 513 2527 Little Vista Terrace Ga ithersburg MD 20877 Northeast rI/O 21901 Olney rI/O 20832 (301 )963-5822 (410)287-3936 (410)774-1962

Elizabeth Bernard Art Bescher Kay Birukoff Office of Women's Health Montgomery Co Education Assn MSDE 201 W Preston St Room 505 60WGude Dr 200 W Baltimore St Baltimore MD 21201 Rockville rI/O 20850 Baltimore rI/O 21201-2595 (410)225-6816 (301 )294-6232 (410)333-2307

Walter Biscoe Robin Bissell Maureen Black St Mary's Co Government Community Coalitions Dept of Pediatrics, Univ of MD School of M. St Mary's Co Governmental Ctr Comm Serv 8911 60th Ave 700 W Lombard St Leonardtown MD 20650 College Park rI/O 20740 Baltimore rI/O 21201 (301 )475-4632 (301)441-4400 (410)706-5289

Gwendolyn Blackman Fern Blake Cassandra Blakeslee MHAPGC DHRlSocial Services Adm March of Dimes of Central Maryland 96 Harry Truman Dr 311 W Saratoga St 190 W Ostend St Largo MD 20772 Baltimore rI/O 21201 Baltimore rI/O 21230 (410)767-7910 (410)752-7990

Joel Bollino Nira Bonner Betty Botsko Allegany Co Bd of Ed Advisory Comm Baltimore City Health Dept CCA - Region III 107 Forest Dr Sunset View 303 E Fayette St, 2nd floor 409 Washington Ave, Suite LL8 Cumberland rI/O 21502 Baltimore rI/O 21202 Towson rI/O 21204 (410)396-1834 (410)321-2216

Page 2 Governor'. Summit on School Linked Health Services October 13, 1"4 Partlclpallts

Janice Bowen Beth Boyd Linda Boyd DHMH - Public Health Serv DHR Anne Arundel Co Public Schools 201 W Preston St 5th Floor 311 W Saratoga St 2644 Riva Rd Baltimore MJ 21201 Baltimore MJ 21201 Annapolis tv{) 21401 (410)225-6525 (410)767-7925 (410)222-5441

Paula Boykin Jennifer Branch Cynthia Breitenlohner Epilepsy Assoc MD Coldspring Family Development Head Start University of Maryland (Student) 300 East Joppa Rd Suite 1103 4849 Pimlico Rd 8405 Snowden Loop Court Towson MJ 21204 Baltimore MJ 21215 Laurel tv{) 20708 (410)828-7700 (410)542-4242 (410)490-6504

Doris Brightful David Brimm Mary Brizzolara Balto City Health Dept Dept of Juvenile Services Towson State University 5602 Elderon Ave 2323 Eastern Ave Dept of Psychology Baltimore rvv 21215 Baltimore MJ 21220 Towson tv{) 21204 (410)466-9637 (410)780-7825 (410)830-3070

Henry Brown Willa Brown Gordon Browning Wash Co Health Dept, Div of Addictions Howard Co Health Dept Kent County Public Schools 1302 Pennsylvania Ave 10630 Little Patuxent Pkwy Century Plaza Ste 215 Washington Ave 400 Hagerstown MJ 21742 Columbia MJ 21044-3059 Chestertown tv{) 21620 (301 )791 -3242 (410)313-6168 (410)778-7144

Patricia Brownlee Margaret Burri Carrie Butler Baltimore City Public Schools MedChi Governor's Office 200 E North Ave #308 1211 Cathedral St Baltimore MJ 21202 Baltimore MJ 21201 (410)396-8811 (410)539-0872

Jeanette Butler Julia Butler Paula Caltrider Balto City Health Dept School Health Maryland Congress Parents and Teachers Dept of Juvenile Services 620 N Caroline St 2nd floor 10883 Beech Creek Dr 2323 Eastern Blvd Baltimore MJ 21205 Columbia MJ 21044 Baltimore tv{) 21224 (410)396-4604 (410)997-2021 (410)780-7830

Maureen Canan David Carney Dale Carrier Gum Springs Child Development Ctr DHMH Dorchester County Board of Education 81 00 Fordson Rd 201 W Preston St PO Box 619 Alexandria VA 22306 Baltimore MJ 21201 Cambridge MJ 21613 (703)799-5752 (410)225-5529 (410)228-4740

Page 3 Governor's Summit on School Linked Health Services October 13, 1"4 PartJclpants

JoAnne Carter Terri Charles Carrie Clark ,: MSDE, Div of CESS March of Dimes of Central Maryland Montgomery Co Public Schools 200 W Baltimore St 190 W Ostend St 20667 Highland Hall Dr Baltimore MD 21201 Baltimore rvv 21230 Gaithersburg rvv 20879 (410)333-2400 (410)752-7990 (301 )926-4495

Christine Clark Gwendolyn Clark Thelma Coffman MASC Harford Co Public Schools Fam Life Adv Coun 6410 Fisher Ct 23 N MainSt VvCHD 1302 Waldorf MD 21603 Bel Air MD 21014 Hagerstown rvv 21740 (301 )932-7341 (410)838-7300 x 251 (301)791-3235

Stuart Cohen Kathryn Coleman Angela Collier Campaign for Our Children Calvert County Public Schools Community Coalitions 120 W Fayette St Ste 1200 1305 Dares Beach Rd 8911 60th Ave Baltimore MD 21201 Prince Frederick rvv 20678 College Park rvv 20740 (410)576-9000 (410)535-7232 (301 )441-4400

Katherine Cook Beth Cooper Charlie Cooper Income Maintenance Administration, DHR American Heart Assoc, MD Affil Inc MEC, c/o Foster Care Review Bd 311 W Saratoga St 415 N Charles ST PO Box 17025 311 W Saratoga St, 1st Floor Baltimore MD 21201 Baltimore rvv 21201 Baltimore rvv 21201 (410)685-7074 (410)767-7781

Kathy Cooper Lori Cooper Oscar Cooper Prevention and Early Intervention Healthy Mothers, Healthy Babies Talbot Co ESP 300 W Lexington St Ste 304 409 12th St SW 29887 Skipton Cordova Rd Baltimore MD 21201 Washington OC 20024 Cordova rvv 21625 (410)333-8100 (202)863-2458 (410)820-2002

Deborah Cordrey Carol Costante Bruce Cowan Montgomery Co Health Dept Balto Co Public Schools Carroll Co Board of Ed 401 Hungerford Dr, Ste 700 6901 N Charles St 55 N Court St Rockville MD 20850 Towson rvv 21204 Westminster rvv 21157 (301 )217-1600 (410)321-7318 (410)848-8280

Sandra Cox Valerie Craig Susan Crosby Montgomery Co Health Dept ALAM Mid-Atlantic Assoc of Commun Health Ctrs 401 Hungerford Dr, Ste 700 1840 York Rd 1460 Ritchie Hwy, Ste 204 Rockville MD 20850 Baltimore rvv 21093 Arnold rvv 21012 (301 )217-1600 (410)560-2120 (410)974-4775

Page 4 Governor's Summit on School Linked Health Services October 13, 1"4 PartJclpallts

Jean Cross Robert Cullen Whitty Cuninggim Div School Health Services - MCHD PG Co Health Dept Board, MD Education Coalition 401 Hungerford Dr Ste 701 3003 Hospital Dr, Room 320 13801 York Rd Apt E-9 Rockville MD 20852 Cheverly 1\10 20785 Cockeysville Iv[) 21030 (301 )217-1550 (301 )386-0166 (410)527-1429

Ruth Cunningham Harry Curland Ulysses Michael Currie DAA Advisory Coun Mat,child Health, AA Co HD Prince George's Co Health Dept 17101 Miner Ave 3 Harry S Truman Pkwy Northwestern Health Care Ctr 7000 Adelphi f Wililiamsport 1\10 21795 Annapolis Iv[) 21401 Hyattsville Iv[) 20782 (301 )582-0853 (410)222-7021 (301)985-1837

Carol Dadds Laura Davidson Susan Davis Queen Anne's Co Health Dept City Springs Elementary School Western Maryland AHEC 206 N Commerce St 100 S Caroline St 11 Columbia St Centreville Iv[) 21617 Baltimore Iv[) 21231 Cumberland Iv[) 21502 (410)758-0720 (410)396-9165 (301 )777-9150

Jane Dawson Ralene Decatur Petros DeMissie Board of Education of Allegany Co MD Science Ctr OHMH 108 Washington St 601 Light St 201 W Preston St, Room 304

Cumberland Iv[) 21502 Baltimore Iv[) 21230 Baltimore Iv[) 21201 (301 )759-2062 (410)685-2370 (410)225-1376

Chinnadurai Devadason Mary Louise Dirrigl Santy DiSabatino DHMH The Hospital for Sick Children Charles Co Board of Ed Local and Family Health Admin PO Box 13528 1721 Bunker Hill Rd NE PO Box 0 Radio Station Rd Baltimore MD 21201 Washington ex:: 20017 LaPlata Iv[) 20646 (410)225-5300 (202)635-6119 (301 )932-661 0

Rosemarie Downer Betty Drew Jeanette Duerr Mont Co ECAC Chestertown Middle School Kaiser Permanente Medical Care Program Greentree Shelter 6301 Greentree Campus Ave 7141 Security Blvd Rd Bethesda MD 20817 Chestertown Iv[) 21620 Baltimore Iv[) 21244 (301 )365-4480 (410)778-1771

Mara Duf1y Hammond Dugan Carol Dunlavey Westinghouse - ESG Prince Georges Hospital Ctr Howard County Public Schools PO Box 746 - MS 1161 3001 Hospital Dr 10910 Route 108

Baltimore Iv[) 21203 Cheverly Iv[) 20785 Ellicott City Iv[) 21043 (410)765-3376 (301 )618-2658 (410)313-6812

Page 5 Governor's Summit on School Linked Health Services ~oberI3,I994 . PartlclpalJts

Geni Dunnells Joyce Eaton Bonnie Elward Maryland Assoc of HMO's Harford County Dept of Community Serv Outreach, Screening & Training, MITP 13 Francis St 220S Main St 300 W Lexington St, Ste 304 Annapolis MD 21401 Bel Air MD 21014 Baltimore rvu 21201 (410)269-8007 (410)638-3381 (410)333-8100

Robert Embry Marssha Eppler Joyce Evans The Abell Foundation Univof MD Dept OB/GYN Maryland Academy of Fam il y Physicians 111 S Calvert St, Ste 2300 22 S Greene ST PO Box 426 Baltlrore MD 21202 Baltimore rvt) 21201 Rockville rvt) 20848-0426 (410)547-1300 (410)328-0747 (301 )738-3300

Fay Evason Debbe Fairbank Katherine Farrell Washington Co Health Dept Talbot Co DSS Anne Arundel Co Dept of Health 112 W Baltimore St PO Box 1479 3 Harry S Truman Pkwy Hagerstown MD 21740 Easton rvt) 21601 Annapolis rvt) 21401 (301 )791-3314 (410)820-6690 (410)222-7375

Toni Favazza Michaeline Fedder Peter Finck Maryland State Dept of Education American Heart Assoc Howard Co Public Schools 200 West Baltimore St PO Box 17025 10910 Route 108 Baltimore MD 21201 Baltimore rvt) 21203 Ellicott City rvt) 21042 (410)685-7074 (410)313-6645

Eric Fine Mary Ann Fink Sharon Fischer Baltimore County Dept of Health Garrett Co ESP Carroll Co ESP 1 Investment Place 11th Floor 1106 Mary Dr 1501 Carriage Hill Dr

Towson tv[) 21204 Oakland rvt) 21550 Westminster rvt) 21157 (410)887-3422 (301 )334-201 0 (410)848-3230

Diane Fitzwater William Flook Barbara Flournoy Mid-Atlantic Assoc of Commun Health Ctrs MSDE Pupils Services Eastwood Center - BCPS 1460 Ritchie Hwy, Ste 204 200 W Baltimore St 428 Westham Way Arnold MD 21012 Baltimore rvt) 21201 Baltimore rvu 21224 (410)974-4775 (410)333-2819 (410)887-7034

Patricia Foerster Christina Foley Carla Ford MSTA National School Health Education Coalition Baltimore City Public Schools 334 N. Charles St 1001 G Street NW Ste 400 E 200 E North Ave Rm 315 Baltimore MD 21201 Washington OC 20001 Baltimore rvu 21202 (410)727-7676 (410)396-8570

Page 6 Governor'. Summit on School Linked Health Services October 13, 1"4 Participants

Patricia Fosarelli Nancy Foulk Lynda Fox BCHD Baltimore Co Public Schools Prince George's Co Government County Exec Office CAB 14741 Gov Oden 303 E Fayette St 6901 N Charles St , BoWie Dr Baltimore MD 21202 Towson MD 21204 Upper Marlboro MD 20772 (410)396-4452 (410)887-4211 (301 )952-3620

M. Anne Fox Elaine Franz Mona Freedman Dept of Juvenile Services Maryland Education Coalition Office of Prevention and Early Interventior 2323 Eastern Blvd 5602 Baltimore National Pike Suite 401 One Market Center, Ste 304 300 WLexingto St Box 15 Baltimore MD 21220-7868 Baltimore MD 21228 Baltimore MD 21201 (410)780-7808 (410)719-0400 (410)333-8100

Mona Freeman Ronald Friend Deborah Frye The Aegis Newspaper MSDE Frederick Co Health Dept PO Box 189 10 Hays St 200 W Baltimore St 350 Montevue Lane Bel Air MD 21014-5275 Baltimore MD 21201 Frederick MD 21702 (410)838-4451 (410)290-7972 (301)694-1917

Harold Gabel Robin Gaber Linda Gaither Montgomery Co Health Dept BCDS ; Health Consortium Friends of the Family 100 Maryland Ave #240 1900 E Northern Pkwy Ste 301 1001 Eastern Ave, 2nd Floor Rockville MD 20850 Baltimore MD 21239 Baltimore MD 21202-4364 (301 )217-1716 (410)435-1410 (410)659-7701

Beverly Gammage Carol Garvey Wayne Gersen Lead Poisoning Prevention Prog George Washington Univ Div of Family Prac Washington Co Schools 2500 Broening Hwy 10125 Gary Rd PO Box 730 Baltimore MD 21224 Potomac MD 20854 Hagerstown MD 21741 (410)631-3859 (301 )983-9282

Mary Ellen Gibson Dorothy Giersch Lisette Gilliam Calvert Co Health Dept Prince George's Co Public Schools Baltimore City Health Dept PO Box 980 Challenger Campus 8908 Riggs Rd 620 N Caroline St 2nd Floor Prince Frederick MD 20678 Adelphi MD 20783 Baltimore MD 21205 (41 0 )535-5400 (301 )431-6226 (41 0)396-5205

Rivalee Gitomer Gloria Goldfaden Dr. Goldstein MD AEYC, Catonsville Comm College PACA Primary Care Coalition 800 S Rolling Rd MD 7115 Crail Dr Catonsville MD 21228 Bethesda MD 20817 (410)455-4236

Page 7 Governor's Summit on School Linked Health Services OctoberI3,I994 PartJclpiUlts

Steven Goldstein Marilyn Goldwater Charlotte Gollobin Primary Care Coalition Governor's Office Nutrition Consultant CPC 8311 Wisconsin Ave State House 6710 Bradley Blvd

Bethesda MD 20814 Annapolis M) 21401 Bethesda M) 20817 (301 )656-5220 (301)365-1622

Anne Goode Diane Gordy Christine Grace Gum Springs Child Development Ctr Social Services Administration St Mary's Co Public Schools 8100 Fordson Rd 311 W Saratoga St PO Box 1401 Alexandria VA 22306 Baltimore M) 21201 Leonardtown M) 20650 (703)799-5752 (410)767-7216 (301 )475-5636

Sandra Graff Edwina Green Marian Green Washington Co Board of Education MD Congress of PTA's Mont Co ECAC, Montgomery College PO Box 730 1517 N Luzerne Ave 51 Mannaker St, 218 Campus Twrs

Hagerstown M) 21740 Baltimore M) 21213 Rockville M) 20850 (301 )790-1937 (410)327-3014 (301 )251-7471

Patricia Greenfield Carol Gross Leona G ruzynski Kaiser Permanente Calvert Co Public Schools Baltimore Co Public Schools 2101 E Jefferson St Box 6187 Dares Beach Rd 6901 N Charles St Rockville MD 20849-6187 Prince Frederick M) 20678 Towson M) 21204 (301 )816-6556 (410)535-7231 (410)887-4210

Susan Guarnieri Graceanne Guy Henry Hailstock Baltimore Gas and Electric Co Charles Co Health Dept Giant Food, Inc PO Box 1475 PO Box 640 PO Box 1804, 0-549

Baltimore MD 21203 LaPlata M) 20624 Washington OC 20013 (410)234-7494 (301)934-9577 (301 )341-4788

Barbara Hale Carolyn Hallowell Jane Harkaway YWCA of Annapolis/Anne Arundel Co Dorchester Co Health Dept Anne Arundel Co Public Schools 1517 Ritchie Hwy 5776 Mt Holly Rd 2644 Riva Rd

Arnold MD 21012 E New Market M) 21631 Annapolis M) 21401 (410)626-7800 (410)943-4578 (410)222-5461

Kenneth Harmon Joan Y. Harris Charlene Harven Sf. Mary's Co FL & HD Committee MD Health Resources Planning Commission Balto City Health Dept, School Health Star Route, Box 155 Locust Rd 8369 Tamar Drive #725 303 E Fayette St 2nd Floor

Valley Lee MD 20692 Columbia M) 21045-5729 Baltimore M) 21202 (301 )862-8250 (410)730-6590 (410)396-8615

Page 8 Governor'. Summit on School Linked Health Services October 13, 1"4 Participant.

Rose Mary Hatem Bonsack Patricia Hauptman Teresa Hawkins Maryland House of Delegates Balto City Health Dept YWCA 118 W Bel Air Ave 303 E Fayette St 2nd floor 128 W Franklin St Aberdeen rvv 21001 Baltimore M) 21202 Baltimore M) 21201 (410)273-9549 (410)396-8615 (41 0)685-1460 X 238

Warren Hayman Susan Heil Barbara Heller Johns Hopkins University Even Start, Queen Anne's Co Bd of Educ UMAB School of Nursing 105 Whitehead Hall 202 Chesterfield Ave 655 W Lombard St Baltimore MJ 21218 Centreville M) 21617 Baltimore M) 21201 (410)516-8273 (410)758-4446 (410)706-6741

Donna Heller Russell Henke Noreen (Freddy) Herbert Howard Co Public School Sys Montgomery Co Public Schools MHA 10910 Route 108 850 Hungerford Dr 201 W Preston St 4th Floor Ellicott City MJ 21042 Rockville M) 20850 Baltimore M) 21201 (410)313-6812 (301 )279-3146 (410)225-6649

Larry Herrold Muriel Hesler Shelly Hettleman Baltimore Co Public Schools Mont Co ECAC, Mont Co DSS Parent Action 6901 N Charles St 401 Hungerford Dr. 3rd Floor 2 N Charles St Suite 960 Towson rvv 21 204 Rockville M) 20850 Baltimore M) 21201 (410)887-4014 (301 )217-3505 (410)727-3687

Harriet Highsmith A. Earl Hines Barbara Hoffman DHMH The Children's Guild Maryland State Senate 201 W Preston St, 3rd floor 6802 McClean Blvd 6615 Reisterstown Rd Ste 301

Baltimore rvv 21201 Baltimore M) 21234 Baltimore M) 21215 (410)225-6749 (410)444-3805 X 117 (410)764-3614

Julie Hoffman Margaret Hoffmaster Ernest Holmes Prince George's Hospital Ctr Carroll Co Bd of Ed Natl Alliance of Black School Teachers 3001 Hospital Dr 55 N Court St 7617 Bock Rd

Cheverly tv1D 20785 Westminster M) 21157 Ft Washington M) 20744 (301 )618-2100 (410)848-8280 (202)483-1549

Sandra Holmes Silvia Holschneider Erik Horine Harford County DSS National HealthlEducation Consortium Broadneck High School Student 2 S Bond St 330 C Street SW Room 2014 1221 Brunswick Ct

Bel Air MD 21014 Washington DC 20201 Arnold M) 21012 (410)836-4739 (410)757-5830

Page 9 Governor's Summit on School Linked Health Services OctoberI3,I"4 Participants

Nelson Horine Judy Hoyer James Hubbard 1221 Brunswick Ct Prince Georges Co Public Schools Maryland General Assembly 2300 BelLeview Ave 13305 Gallery Ct Arnold MD 21012 (410)757-5830 Cheverly M) 20785 Bowie M) 20720 (301 )925-1980 (301 )464-6326

Cecilia Hughes Rita Hughes Linda Humbert Baltimore City Health Dept MSDE Washington Co Health Dept 303 E Fayette St 5th Floor PRIM, 200 W Baltimore St 1302 Pennsylvania Ave Baltimore MD 21202 Baltimore M) 21201 Hagerstown M) 21742 (410)396-4522 (410)333-2653 (301 )791-3290

Hope Jacobs Beverly James Patricia Jennings Carroll Co Infants & Toddlers Program Herring Run Head Start DHRlChild Care Administration 540 Washington Rd PO Box 845 5010 Bowleys Lane 311 W Saratoga St Westminster MD 21157 Baltimore M) 21206 Baltimore M) 21201 (410)876-4750 (410)485-1010 (410)767-7798

Charles Jensen Therese Jezioro PaShon Johnson Harford County Public Schools BCBSM Community Building in Howard Co 23 North Main St 10455 Mill Run Circle MS865 7401 Lesada Dr, Apt 3C Bel Air MD 21014 Owings Mills M) 21117 Baltimore M) 21244 (410)838-7300 (410)998-5626

Susan Johnson Winona Johnson Robert Jones Somerset Co Health Dept Montgomery Co Head Start Eastern Shore Dental Assoc 7920 Crisfield Hwy 4910 Macon Rd 205 Fey Rd

Westover MD 21871 Rockville M) 20852 Chestertown M) 21620 (410)651-5620 (301 )230-0676 (410)778-6946

Ruth Ann Jones Susan Joyce Darlene Kahl Memorial Hospital at Easton Family Development Communities Charles County Public Schools 219 S Washington St 6 Lincoln Ave PO Box 0

Easton MD 21601 Lexington Park M) 20653 LaPlata M) 20646 (410)822-1000 x5784 (301)737-1982

Vickie Kaneko Susan Karr Therese Keegan Maryland AEYC American Speech-language-Hearing Assoc Education Consultant 3928 Rolling Rd 7C 10801 Rockville Pike 235 Wintergreen Lane

Baltimore MD 21208 Rockville M) 20852 Brunswick M) 21716 (410)225-6890 (301 )897 -5700 (410)834-9291

Page 10 Governor's Summit on School Linked Health Services October 13, 1"4 PartJc:JJlalJts

John Kegley Marcella Kehr Kristin Kelley Montgomery Co Public Schools Baltimore Co ESP Campaign for Our Children 4910 Macon Dr Suite 200 6723 Mallard Rd 120 W Fayette St Ste 1200 Rockville MD 20852 Baltimore rvt) 21220 Baltimore M) 21201 (301 )230-0692 (410)335-5650 (410)576-9000

Marlene Kelly Barbara Kergaard Rita Kerrick Anne Arundel Co Public Schools Kent County Public Schools BCHD 2644 Riva Rd 215 Washington Ave 303 E Fayette St

Annapolis MD 21401 Chestertown rvt) 21620 Baltimore M) 21202 (410)222-5463 (410)778-7128 (410)396-1429

Misbah Khan Stephanie Kirby Susan Kleinberg Univ Hosp CSX International Office of Children, Youth & Families Dept of Pediatrics 31 S Greene St 200 International Circle 301 W Preston St Baltimore MD 21201 Hunt Valley rvt) 21030 Baltimore rvt) 21201 (410)706-2536 (410)584-0104 (410)225-4160

Martin Kmetz Mardel Knight Mary Ann Knott Potomac Electric Power Co MD Dept of Enviornment Baltimore Medical System , Inc 1900 Pennsylvania Ave NW Room 804 2500 Broening Hwy 1101 Edison Hwy Washington OC 20068 Baltimore rvt) 21224 Baltimore rvt) 21213 (202)872-2823 (410)631-3814 (410)325-2397

Teresa Knott Claudia Anne Knowlton Ward Kraemer Gov Office/Children, Youth, & Families St Mary's Co Public Schools ARINC, Inc 301 W Preston St Suite 1502 Student Services Office PO Box 1410 312 Bridle Path Lane

Baltimore MD 21201 Leonardtown rvt) 20650 Annapolis M) 21403 (410)225-4160 (301 )475-5636 (410)266-4604

John Krager Elenore Krebs Grace Kubofcik Baltimore County Dept of Health Howard Co Public Schools DHR, Office of the Secretary 1 Investment Place 11th Floor 10910 Route 108 311 W Saratoga St Rm 1032 Towson MD 21204 Ellicott City rvt) 21043 Baltimore M) 21201 (410)887-2773 (410)313-6673 (410)767-7365

Debbie Kulak Dawn Kulvzycki John Kurpjuweit Howard Co Public School Sys City Springs Elementary School Teachers Assoc of Anne Arundel Co 10910 Route 108 100 S Caroline St 2521 Riva Rd

Ellicott City rvt) 21042 Baltimore rvt) 21231 Annapolis rvt) 21401 (410)313-6812 (410)396-9165 (410)224-3330

Page 11 Governor's Summit on School Linked Health Services ~ober.3,.994 . Participants

Chris Lambert Janis Lambert Rose LaPlaca Students First Every Child By Two State Bd of Education 300 Cathedral St Ste 500 705 8th St Suite 400 2501 Prospect Green Baltimore MD 21201 Washington OC 20003 Mitchellville tv[) 20721 (410)547-9200 (202)544-0808

Richard Larson Keyana Laws Daniel Lazorchick Income Maintenance Admin/DHR Wicomico Co Health Advisory Committee Child Care Consultant 311 W Saratoga St, Rm 745 James M Bennett 418JeffersonSt 8004 Park Overlook Dr Baltimore MD 21201 Salisbury tv[) 21801 Bethesda tv[) 20817 (410)767-7150 (410)742-6265 (301 )469-7674

Joseph Leake Brenda Leath Sandra Lee Baltimore City Public Schools State Consortia Development DJS Intern 200 E North Ave , Room 303 Natioanl Health/Education 330 C St SW 203 Donnybrook Lane Apt 0 Baltimore MD 21202 Washington OC 20201 Baltimore tv[) 21286 (410)396-8807 (410)832-0076

Deborah Leibowitz Min Leong Barbara LeQuire Early Childhood Unit, MCPS Prince George's Co Public Schools St Mary's Co Public Schools 850 Hungerford Dr 6501 Lowland Dr PO Box 1410 Rockville MD 20850 Landover tv[) 20784 Leonardtown tv[) 20650 (301 )279-3372 (301 )808-4085 (301 )475-5636

Howard Lerner Lin Leslie Sherry Levengood HRSA, Bureau of Primary Health Care Balto City Pub Schls Talbot Co Educ Assoc 4350 East West Hwy, 9th Floor 200 E North Ave Room 201 118 Washington St, Office 29

Bethesda MD 20814 Baltimore tv[) 21202 Easton tv[) 21601 (301 )594-4420 (410)396-8956 (410)822-0740

Juanita Lewis Julia Lewis Debra Linsenmeyer Balto City Public Schools Talbot Co Health Dept BaltoCo DSS 200 E North Ave 100 S Hanson St 620 York Rd

Baltimore MD 21202 Easton tv[) 21601 Towson tv[) 21204 (410)396-8709 (410)822-2292 (410)887-5715

Tia Livermore Linda Lombardo Ancelmo Lopes Aide to Councilman Subin MD Assoc of Youth Services Bureaus Prudential Health Care Plan 100 Maryland Ave #608 60 Mellor Ave 2800 N Charles St Rockville MD 20850 Catonsville tv[) 21228 Baltimore tv[) 21218 (301 )21 7-7963 (410)788-5483 (410)554-7333

Page 12 Governor'. Summit on School Linked Health Services October 13, 1"4 Participant.

Linda Loughery Debbie Lucas Tamara Lucas Copeland Maryland League for Nursing Governor's Office Nat HealthlEducation Consortium 141 Boone Trail State House 1001 Connecticut Ave NW Suite 310

Severna Park M) 21146 Annapolis M) 21401 Washington OC 20036 (410)974-3004 (202)822-8405

Nancy Luginbill Christina Lynch Rowena Lynch St Mary's Co Health Dept office of Children, Youth, & Families Caroline County Health Dept PO Box 316, Peabody St 301 W Preston St 217 N Academy St

Leonardtown MJ 20650-0316 Baltimore M) 21201 Greensboro M) 21639 (301 )475-4316 (410)225-4160 (410)482-8157

Sharon Mackell Kathleen Maher George Malless Bates Middle School CSGNA Talbot Co Public Schools 701 Chase St 2827 Kalmia Lee Ct #1 02 PO Box 1029 Annapolis rvD 21401 Falls Church VA 22042-1712 Easton rvo 21601 (410)263-0270 (202)687-8895 (410)822-0330

William Marek David Markoe Marcia Marks St Mary's Co Health Dept Frederick County Public Schools Coalition to Stop Illegal Sale of Tobacco to PO Box 316 Peabody St 7516 Hayward Rd 5317 Cardinal Ct Leonardtown M) 20650 Frederick rvo 21702 Bethesda rvo 20816-2908 (301 )475-4317 (301 )694-1442 (301)229-6466

Jane Martin Carolyn Marzke Edward Masood Healthy Schools, Healthy Communities Prog Natl Center for Service Integration Montgomery Co Public Schools 4350 East-West Hwy Rm 9­ 5111 Leesburg Pike, Ste 702 850 Hungerford Dr.

Bethesda M) 20814 Falls Church VA 22041 Rockville rvo 20850-1747 (301 )594-4475 (703)824-7447 (301 )279-3508

Carol Mathews Denise Matricciani Jerrilyn Matthews Montgomery County Div of School Health Ser Maryland Hospital Assn Mont Co ECAC 101 Monroe St 1301 York Rd #800 Housing Opportunities Comm 8580SecondJ Rockville rvD 20850 Lutherville M) 21093 Silver Spring rvo 20910 (301 )217-1550 (410)321-6200 (301 )495-2348

Trish Mayhugh Marie Mayor Donald McBrien Parent Office of Children and Families, Balto CO Howard Co Public Schools 1001 Donnington Circle 690J Charles St 10910 Route 108 Towson M) 21204 Towson M) 21204 Ellicott City rvo 21042-6198 (410)828-4112 (410)887 -3487 (410)313-6662

Page 13 Governor's Summit on School Linked Health Services October 13, 1"4 PartlclJJalJts

Fran McCabe Mary McCall Nancy McCaslin Baltimore Co Bd of Ed Assoc of State & Territorial Health Officials Healthcare Education Resources 215 W 27th St 415 2nd St NE Suite 200 PO Box 476 Baltimore MD 21211 Washington ex:: 20002 Joppa MJ 21085 (410)366-3264 (202)546-5400

Regina McClune Ursula McCormick Pat McDonald GBMC Anne Arundel Co Infants and Toddlers Prog Anne Arundel Co Health Dept 27 Rhodes PI 160 Funke Rd 3 Harry S Truman Pkwy Timonium MD 21093 Glen Burnie MD 21061 Annapolis MJ 21401 (410)252-0256 (410)222-6911 (410)222-7187

Ellen McFadden Jennifer McGrady Kristine McNally UMAB School of Nursing MSDE - Challenge Schools Office Anne Arundel County Public Schools 213 Whitehurst Hall 622 WLombard St 200 W Baltimore St, 5th floor 2644 Riva Rd Baltimore MD 21201 Baltimore MD 21201 Annapolis MJ 21401 (410)706-3449 (410)333-2327 (410)222-5453

Simon McNeely Christina Meisel Pauline Menes Soc of State Dir of Health, Physical Ed , & Higher Horizons Head Start Maryland House of Delegates 9805 Hillridge Dr 5920 Summers Lane 3517 Marlborough Way Kensington MD 20895 Bailey's Crossroads VA 22041 College Park MJ 20740-3925 (301 )949-0709 (703)820-2457 (301)935-6270

Laurine Mennell Lois Meszaros Richard Milbourne Montgomery Co Public Schools DHMH,oDA Baltimore Co Public Schools 850 HUnderford Dr 201 W Preston St Room 422 6901 N Charles St Rockville MD 20850 Baltimore MD 21201 Towson MJ 21204 (301 )601-0320 (410)225-5612 (410)887-4360

Florence Miller James Mitchell Leslie Mobray CFS Health Group Inc MAESP Anne Arundel Co Public Schools 100 S Charles St 3210 Evergreen Way 2644 Riva Rd Baltimore MD 21201 Ellicott City MD 21042 Annapolis MJ 21401 (410)528-7071 (410)531-5407 (410)222-5317

Helen Monk Betty Moore Lynn Morgan Frederick Co School System Cecil Co Bd of Education Governor's Policy Fellow 115 E Church St 201 Booth St 1015 Norman Dr #204 Frederick MD 21701 Elkton MD 21921 Annapolis MJ 21403 (301 )694-2574 (410)996-5120 (410)333-2746

Page 14 Governor's Summit on School Linked Health Services October 13, 1994 Partlell'allts

Claudia Morris Helen Morris Laurie Morrison-Cleaveland Healthy Mothers, Healthy Babies National School Boards Association Maryland School for the Deaf 409 12th st SW 1680 Duke St 101 Clarke PI Washington MJ 20024 Alexandria VA 22314 Frederick MJ 21705 (202)863-2458 (703)838-6754 (301 )620-851 0

Adrian Mosley Paddy Mudd Kay Mullican Johns Hopkins Children'S Ctr Charles County Public Schools Frederick County Head Start 550 N Broadway, Ste 408A PO Box D 401 Sagnar Ave Baltimore MJ 21287 LaPlata MJ 20646 Frederick MJ 21701 (410)550-6524 (301 )694-1 024

Ann Mulligan Clay10n Myers The Honorable Nancy Grasm ick Gov Council on Adolescent Pregnancy Balto Co Public Schools 300 W Lexington St, Box 11 6901 N Charles St Baltimore MJ 21201 Towson MJ 21204 (410)333-0270 (410)887-4313

Sharon Nathanson Ruth Neal John Neill Governor's Office, Children, Youth, & Families Baltimore City Health Dept Washington Co Health Dept 301 W Preston St 620 N Caroline St PO Box 2067 1302PennaAve Baltimore MJ 21201 Baltimore MJ 21205 Hagerstown MJ 21742 (410)333-2218 (410)396-4604 (301 )791-3260

Tracy Newsome Brenda Nicely Jack Nichols Maryland Food Committee NASHEC Baltimore Co Public Schools 2521 N Charles St 1001 G Street, NW Ste 400 6901 N Charles St Baltimore MJ 21202 Washington OC 20001 Towson MJ 21204 (410)366-0600 (410)887-4014

Mary Nicholsonne Mildred Nickens Arthur Nimetz Balto City Pub Schls Baltimore City Head Start Rock Terrace School 200 E North Ave , RM 210 2330 St Paul St 390 Martins Lane Baltimore MJ 21202 Baltimore MJ 21202 Rockville MJ 20850 (410)396-8888 (410)396-7417 (301 )279-3912

Dori Nipps John Nussear George Nutter Maryland Food Committee Caroline County Public Schools Calvert Co Public Schools 2521 N Charles St 112 Market St 1305 Dares Beach Rd Baltimore tv[) 21218 Denton MJ 21629 Prince Frederick MJ 20678 (410)366-3600 (410)479-3253 (410)535-7246

Page 15 Governor's Summit on School Linked Health Services Oc:toberI3,1994 Partlclpanu

Beth O'Donnell Bonnie Oettinger Christopher Offut MD School for the Blind Montgomery County Health Dept Allegany County DSS 3501 Taylor Ave 3308 Richwood Ln 218 Paca St PO Box 1420 Baltimore MD 21236 Rockville M) 20853 Cumberland M) 21502 (410)444-5666 (301)774-7210 (301 )777-2396

Eileen Oickle Jeanette Opalensky Pam Oravecz MSDE Maryland Insurance Group St Mary's Co Public Schools 200 W Baltimore St 3910 Keswick Rd PO Box 1410 Baltimore MD 21201 Baltimore M) 21211 Leonardtown M) 20650 (410)338-9223 (301 )475-5636

Shari Ostrow-Scher Patricia Papa Mary Ann Papafotis Frederick Co Public Schools UMAB School of Nursing Baltimore Co Public Schools 115 E Church St 101 Whitehurst Hall 655 W Lombard St 1101 E Homberg Ave Frederick MD 21701 Baltimore M) 21201 Baltimore M) 21221 (301 )694-1347 (410)706-0424 (410)887-0110

Justine Parezo Holly Parker Robert Parker Balto City Child Care Res Ctr Baltimore Co Public Schools Washington Co Health Dept 1401 Mt Royal Ave 6901 Charles St 1302 Pennsylvania Ave Baltimore MD 21217 Baltimore M) 21204 Hagerstown M) 21742 (410)728-8844 (410)887-3627 (301 )791-3250

Linda Passwaters Arlene Patterson Gregory Paul Multi Service Commun Ctr cecil Co Public Schools Maryland Nurses Association PO Box 580 201 Booth St 1411 Milestone Dr

Princess Anne MD 21853 Elkton M) 21921 Silver Spring M) 20904-2736 (410)651-3489 (410)996-5463 (301 )622-9447

Jeffrey Pearlman Frank Pecukonis Bonnie Peet Crestwood Dental Assoc Anne Arundel Co Health Dept Baltimore Mental Health Systems Inc 18638 Crestwood Dr 7477 Baltimore Annapolis Blvd 201 E Baltimore St, Ste 1340 Hagerstown MD 21742 Glen Burnie M) 21061 Baltimore M) 21202 (301 )797-6950 (410)222-6785 (410)837-2647

Robert Pender Mamie Perkins Patrick Perriello Charles Co Board of Education Howard Co Public Schools Baltimore City Public Schools Bo x D 10910 Route 108 200 E North Ave, Rm 310

LaPlata MD 20646 Ellicott City M) 21043 Baltimore M) 21202 (301 )932-6610 (410)313-6843 (410)396-8907

Page 16 Governor's Summit on School Linked Health Services October 13, 1994 Partle1llaats

Jerry Eileen Perry Cassandra Peters-Johnson Irm Pichot Maryland Infants and Toddlers Program American Speech-language-Hearing Assoc Div School Health Services - MCHD 300 W Lexington St, Ste 304 Box 15 10801 Rockville Pike 401 Hungerford Dr Ste 701 Baltimore MJ 21201 Rockville MJ 20852 Rockville MJ 20852 (410)333-8100 (301)897-5700 x 137 (301)217-1550

Movita Pickens Carole Pinckney Marion Pines Anne Arundel Co Public Schools Prince George's Co Pub Schools Johns Hopkins Univ Institute for Policy Stl 2644 Riva Rd 14201 School Lane 3400 N Charles St Wyman Bldg Annapolis MJ 21401 Upper Marlboro MJ 20772 Baltimore MJ 21218 (410)222-5280 (301 )952-6375 (410)516-7169

Patrici a Pitcher Clarence Polk Patty Pollard Calvert Co Health Dept Health Advisory Committee League of Women Voters of MD PO Box 980 Ocean City Police Dept PO Box 759 200 Westway Prince Frederick MJ 20678 Ocean City MJ 21842 Baltimore MJ 21212 (410 ) 535-5400 (410)723-6610 (410)435-5776

Renee Popkin C. Edward Prager Marilyn Praisner Bd of Jewish Ed for Greater Wash Worcester Co Public Schools Montgomery County Council 11710 Hunters Lane 6270 Worcester Highway 100 Maryland Ave Rockville MJ 20852 Newark MJ 21841 Rockville MJ 20850 (301 )984-4455 (410)632-2582 (301)217-7968

Elizabeth Proctor Michele Prumo Alexandra Pruner Prince George's Co Board of Education Balto Co Public Schools MASC 14201 School Lane 6901 N Charles St 923 Marine Dr Upper Marlboro MJ 20772 Towson MJ 21204 Annapolis MJ 21401 (301 )952-6364 (410)887-4214 (410)757-2116

Meredith Quinn Sarah Jane Quinn Vicki Rafel St Mary's Co Public Schools Baltimore Co Public Schools MD Congress of PTA's Dept of Instruction 6901 N Charles St 3121 St Paul St Ste 25 Loveville MJ 20656 Towson MJ 21204 Baltimore MJ 21218 (301 )475-5511 (410)887-4014 (410)235-7290

Linda Rangos Dawn Rathgeber Judy Reber Howard Co Public Schools North Harford High School Hawthorne Elementary School 10910 Route 108 211 Pylesville Rd 125 Kingston Rd Ellicott City MJ 21042 Pylesville MJ 21137 Baltimore MJ 21220 (410)730-5723 (41 0 )638-3650 (410)887-0139

Pag e 17 Governor's Summit on School Linked Health Services October 13, 1"4 Participants

Andrew Reese Betty Reid Carol Reid Charles Co Dept of Social Services MSDE Dorchester Co Board of Education PO Box 1010 200 W Baltimore St PO Box 619 LaPlata MD 20646 Baltimore MJ 21201 Cambridge MD 21613 (301 )934-6744 (410)333-2325 (410)221-6260

Shirley Reid Phyllis Reinard J . Ressallat Balto Co Social Services Charles Co Health Dept National Association of School Nurses 620 York Rd Box 640 4849 Conn Ave #1005 Towson MD 21204 LaPlata MD 20646 Washington OC 20008 (410)887 -2836 (301 )934-9577 (202)822-7638

Richard Reynolds Brian Rice Diane Rice DAA Advisory Coun MSDE Allegany Co Health Dept DARE Unit 50 N Burhans 200 W Baltimore St PO Box 1745, Willow Brook Rd Hagerstown MD 21740 Baltimore MD 21201 Cumberland MD 21502 (301)790-3700 x 274 (410)333-2358

Candice Richardson Joseph Ridky Ellen Ristorcelli St Jerome Head Start Montgomery Co Public Schools Frederick County School Health Program 775 W Hamburg St 7103 Forbes Blvd 350 Montevue Dr Baltimore MD 21230 Seabrook MD 20706 Frederick MD 21702 (410)837-6870 (301 )279-3912 (301)694-1917

Sara Roberson Charmaine Roberts Marianne Roberts Office of Maternal Health and Family Pig Baltimore Medical System Calvert Co Family Life Adv Comm, PTA Local & Family Health Admin 201 WPreston St 1101 Edison Hwy 4357 Estate Dr Rm317 Baltimore MD 21201 Baltimore MD 21213 Huntingtown MD 20639 (410)225-6721 (410)732-8800 (410)535-2938

Jan Robey Frances Robinson Rita Robinson MASC Prince George's Co DSS Pupil Services, Prince George's Co 404 Buckspur Ct 6111 Ager Rd 14201 School Lane Millersville MD 21108 Hyattsville MD 20782 Upper Marlboro MD 20772 (410)987-8641 (301)952-2681 (301 )952-6371

Barbara Rodgers Donald Rodgers Don Rodkey MD Healthy Mothers, Healthy Babies MEC Anne Arundel Co Public Schools PO Box 845 7501 Democracy Blvd #B413 2644 Riva Rd Westminster MD 21158 Bethesda MD 20817 Annapolis MD 21401 (410)876-4965 (301 )469-8973 (410)222-5378

Page 18 Governor'. Summit on School Linked Health Services Oc:toberI3,I994 Participants

Karen Roe Henry Rolle Andrew Roper Baltimore County Public Schools Department of Juvenile Services St Mary's Co Public Schools 6901 N Charles St 2323 Eastern Blvd General Delivery Towson MD 21204 Baltimore MD 21220 Loveville MD 20656 (410)887 -4095 (410)780-7920 x359 (301 )475-5511

Mitch Rosenwald Karla Roskos Enlo Roundtree Mediatrion & Conflict Res Ctr Greater Baden Medical Services Inc Balto City Advisory Commission Howard Comm ColI- Pres Office 10901 Little 13605 Baden Westwood Rd 1510 Guilford Ave Patuxent Pkwv Columbia MD 21044 Brandywine MD 20613 Baltimore MD 21207 (410)418-9039 (301 )888-2233 (410)361-2201

Elizabeth Ruff Barbara Russell Virginia Ruth Carroll Co Health Dept Howard Co Council UMAB School of Nursing PO Box 845 3430 Courthouse Dr 655 W Lombard St 311 N Westminster MD 21157 Ellicott City MD 21043 Baltimore MD 21201-1579 (410)876-4927 (410)313-2001 (410)706-7363

Jane Ryan Sheryl Ryan Nelson Sabatini Higher Horizons Head Start University of Maryland Medical School DHMH 5920 Summers Lane Div of Adolescent Medicine 31 S Greene St 201 W Preston, 2nd Floor Bailey's Crossroads VA 22041 Baltimore MD 21201 Baltimore MD 21201 (703)820-2457 (410)328-6495 (410)225-6505

Genie Saderholm Marion Sal vag no Barbara San Gabino Anne Arundel Co Health Dept Charles Co Public Schools Odenton Elementary School 3 Harry S Truman Pkwy PO Box D 1290 Odenton Rd Annapolis MD 21401 LaPlata MD 20464 Odenton MD 21113 (410)222-7213 (301 )932-661 0 (410)222-6514

Gayla Sanders Barbara Santamaria John Santelli Head Start Collaboration Project - OCYF Nurse Practitioner Assn of MD CDC 300 W Lexington St. #304 74 Open Gate Ct 405 E 31st St Baltimore MD 21201 Baltimore MD 21236 Baltimore MD 21218 (410)333-8100 (410)529-2795 (410)550-5452

Novella Sargusingh Darlene Saunders Jeanne Scammon Quality Ch ild Care Network, Inc Council of Chief State School Officers University of Maryland 6001 Taylor Rd One Mass Ave Suite 700 15501 Straughn Dr Riverdale MD 20737 Washington DC 20001 Laurel MD 20707 (301 )927­ (202)336-7034 (301 )776-7653

Page 19 Governor'. Summit on School Linked Health Services October 13, 1994 Participants

Melissa Schaekel Michael Schaffer Robert Scheer MASC Prince George's Co Public Schools Frederick County Mental Health Serv 319 Roxbury Ct 9201 E Hampton Dr 350 Montevue Lane Joppa MD 21085 Capitol Heights rvu 20743 Frederick rvu 21702 (410)679-0789 (301 )808-8246 (301 )694-1755

Bruce Schenkel Linda Schiffer Mary Schmidt Club Maryland Governors' Drug & Alcohol Abuse Comm AA Co Social Services 301 W Preston St #607 300 E Joppa Rd Suite 1105 1915 Surf Circle Baltimore MD 21201 Towson rvu 21286 Pasadena rvu 21122 (410)225-4941 (410)321-3524 (410)437-9242

Margaret Schultz Craig Schulze Brenda Schwaab Howard Co Board of Education Baltimore City Public Schools Maryland Food Committee 10910 Route 108 1919 N Broadway 2521 N Charles St Ellicott City MD 21042 Silver Spring rvu 21213 Baltimore rvu 21202 (410)313-6653 (410)396-9343 (410)366-0600

Barbara Schwartz Janet Scott Bobbi Seabolt Anne Arundel Co Pub Schools Local DSS Board - Calvert Co MD Women's Health Coalition 2644 Riva Rd 1506 Wilson Rd 1822 Notre Dame Ave Annapolis MD 21401 Huntingtown rvu 20639 Lutherville rvu 21093 (410)222-5323 (301)855-1668 (410)252-1545

Kathy Seitzinger Hepburn Christopher Shearer Karen Sheffery Head Start Reg III T ASC Nat Health/Education Consortium BG&E UMUC University Blvd at Adelphi Rd 1001 Connecticut Ave NW Suite 310 PO Box 1475 Room 1500 College Park MD 20742 Washington CC 20036 Baltimore rvu 21203 (301 )985-7990 (202)822-8405 (410)234-6193

Cynthia Shifler Mary Shiner Robert Short Health Advisory Committee Balto Co Public Schools Wicomico Co Health Dept Addicitons 1508 Riverside Dr 6901 N Charles St 300 W Carroll St Salisbury MD 21801 Baltimore rvu 21204 Salisbury rvu 21801 (410)548-4939 (410)887-5651 (410)742-3784

Carolyn Simmons Joyce Simmons Harsh Singh Gov Statewide Citizens Cabinet Calvert Co Public Schools The Josen Company 10824 Olde Woods Way 1305 Dares Beach Rd 10439 Shaker Dr, Ste 210 Columbia MD 21044 Prince Frederick rvu 20678 Columbia rvu 21046 (410)730-9160 (41 0)535-7234 (41 0)964-3335

Page 20 Governor'. Summit Oft School Linked Health Services OctoberI3, I"4 PartlclpalJts

Benni Singleton Saul Sitzer Helen Skiba-Powell DHR/DSS Local Bd - PG Co DHRIDSS Local Bd - Balto Co AWHONN + Peace Corps 9549 Riggs Rd 9444 Seven Courts DR 7515 Mandan Rd Adelphi MO 20783 Baltimore M) 21236 Greenbelt MJ 20770 (301 )365-4480 (410)256-5627 (301 )474-7038

Beth Slinghoff Beth Sioand Miola Brenda Smith DSS Washgton Co Univ of MD, School of Nursing Charles County Public Schools 122 N Potomac St 5921 Yorkwood Rd POBoxD Hagerstown MO 21740 Baltimore MJ 21239 LaPlata MJ 20646 (301 )791-4064 (410)706-1775

Dianne Smith Jackie Smith Johnnie Smith Arcola Nursing and Rehabilitation Center Dorchester Co Health Dept Associated Black Charities 901 Arcola Ave 751 Woods Rd 1114 Cathedral St Silver Spring MO 20902 Cambridge MJ 21613 Baltimore MJ 21201 (301 )649-2400 (410)228-3223 (410)659-0000

Mary Smith Nancy Smith Lani Smith Majer Montgomery Co Health Dept - School Health Essex Community College American Academy of Pediatrics , AA Co H 101 Monroe St 1414 REgester Ave 3 Harry S Truman Pkwy Rockville MO 20850 Baltimore M) 21239 Annapolis MJ 21401 (301 )217-1574 (410)780-6885 (4100222-7143

Charles Smothers Christine Spain Virginia Spellman Caroline Co ESP President's Council on Phys Fit &Sports Dorchester Co Health Dept 26643 Tunis Mills Rd 701 Penna Ave NW #250 751 Woods Rd Easton M) 21601 Washington OC 20004 Cambridge MJ 21613 (410 )822-3396 (202)272-3425 (410)228-3223

Helen Spence Hilary Spence Nicholas Spinnato UMOHA Head Start Academy Talbot Co Public Schools Baltimore County Executive's Office Harlem Park Commun School 1500 Harlem PO Box 1029 400 Washington Ave Easton MJ 21601 Towson MJ 21204 Baltimore M) 21217 (410)669-3121 (410)887-2460

Janice Stafford Linda Standford Peter Stankoski Washington Gas Carroll Co Infants and Toddlers Baltimore Co Public Schools 11 720 Beltsville Dr PO Box 845 8401 Leefield Rd Beltsvill e MO 20705 Westminister M) 21158-0845 Baltimore MJ 21234 (301 )595-8046 (410)876-4750 (410)887 -5225

Page 21 Gov ernor's Summit on School Linked Health Services October 13, 1"4 Participants

Shirley Steel Thomas Stengel Carolan Stewart Baltimore Co Public Schools Baltimore Co Health Dept/Public Schools Martin Blvd Elem School 6901 Charles St One Investment Place 11 th 1500 Martin Blvd Towson MD 21204 Towson MD 21204 Baltimore tvf) 21220 (410)887-3419 (410)887-0159

Charles Stewart Ellen Stewart Joan Stine DSS PGCEA DHMH Div of Health Education 2323 Eastern Blvd , Bldg E 11378 Laurelwalk Dr 201 W Preston St Baltimore MD 21220 Laurel M) 20708 Baltimore tvf) 21201 (410)780-7920 x360 (301 )808-4024 (410)225-1362

Eloise Stockdale Carole Stone Lois Stoner Balto Co Community Dev Children's Serv Catholic University Health Education Consortium 1 Investment PI Suite 825 216 S Washington St 5407 Albemarle St

Towson MD 21204 Easton MD 21601 Bethesda M) 20816 (410)887 -3035 (202)319-6481 (301 )279-3892

June Streckfus Rosalie Streett Lynn Sturgis Maryland Business Roundtable for Education 2104 Carterdale Rd Worcester Co Bd of Ed 11 1 S Calvert St Suite 2220 Baltimore MD 21209 3829 Algonquin Trail Baltimore MD 21202 (410)664-0275 Snow Hill M) 21863 (410)957-3171

Michael Subin George Surgeon Stuart Tabb Montgomery County Council Retired Educator Baltimore Co Public Schools 100 Maryland Ave 217 Kent Rd 6901 N Charles St

Rockville MD 20850 Glen Burnie M) 21060 Baltimore M) 21204 (301 )217-7828 (410)761-3667 (410)887-4211

Mary T alarovich Mildred Taylor Pat Taylor Chinquapin Middle School Auxiliary to Med-Chi National Head Start Association 900 Woodbourne Ave 7140 Talisman Lane 201 N Union St Baltimore MD 21212 Columbia M) 21045 Alexandria VA 22314 (410)396-6424 (410)381-0693 (703)739-0875

Susan Tegeler Shelly Terry Joan Thaxton Carroll Co Children and Youth MSDE Washington Gas 225 N Center St 200 W Baltimore St 11720 Beltsville Dr

Westminster MD 21157 Baltimore M) 21201 Beltsville M) 20705 (410)333-2600 (301 )595-8039

Page 22 Governor's Summit on School Linked Health Services Octoberl3, IM4 PCU'tlc:IJlallts

Jean Thomas Thomas Thomas Carolyn Thompson Harford Co Education Assoc Harford Co Health Dept Dairy Council of Southeast 260 Gateway Dr Suite 6C 119 Hays St Box 797 600 Liberty Rd Bel Air MJ 21014 Bel Air MJ 21014 Sykesville M) 21784 (410)838-0800 (410)638-8410 (410)781-4201

Damian Thorman Arlene Thornton Andy Tomko American Academy of Pediatrics Calvert Co Baltimore City Advisory Bd for Sch Based ( 601 13th St NW, Ste 400N 3501 Chaneyville Rd Baltimore Gas & Electric Co 39 WLexington Rm520 Washington ex:: Owings M) 20736 Baltimore M) 21201 (202)347-8600 (410)535-7700 (410)234-5001

Don Torres Susan Travetto Barry Trostel Balto City Health Dept Maryland Association of Student Councils DHMH 303 E Fayette St, 4th Floor School & Comm Outreach Off 200 W Baltimore 201 W Preston St St Baltimore M) 21202 Baltimore M) 21201 Baltimore M) 21201 (410)396-4422 (410)333-2267 (410)225-6679

Ed Trumbull Emanuel Tsourounis Delano Tucker Governor's Office Maryland Assoc of School Councils Coppin State College 100 State Circle 2080 Huntingfields Dr 2560 W North Ave Annapolis MJ 21401 Huntingtown M) 20639 Baltimore M) 21216 (410)974-3004 (410)535-0868 (410)373-5882

Farris Tuma Kate Tumulty Claire Turner Governor's Office Queen Anne's Co Health Dept Montgomery Co Education Assn 301 W Preston St 1st Floor 206 N Commerce St 60WGude Dr

Baltimore M) 21201 Centreville M) 21617 Rockville M) 20850 (410)225-4817 (410)758-0720 (301 )294-6232

Conal Turner Bill Tyler Connie Unseld Somerset Co Public Schools Prince George's Child Resource Ctr Unselds' School PO Box 580 9475 Lottsford Rd 250 S Hilton St

Princess Anne M) 21853 Landover M) 20785 Baltimore M) 21229 (4 10)651-3489 (301 )772-8420 (410)947-1110

Michael Usdan B. Lois Valentine Linda Vanderhoff Institute for Educational Leadership Eastwood Center - BCPS Maryland Fitness Council MD 428 Westham Way 201 W Preston #321 C Baltimore M) 21224 Baltimore M) 21201 (410)887 -7034 (410)225-6759

Page 23 Governor's Summit on School Linked Health Services October 13, 1"4 Participants

Barbara VandeVisser Karen VanLandeghem Corinne Vucci Caroline County Health Dept National School Health Education Coalition Kent Co Health Dept PO Box 10 1001 G Street NW Suite 400 East PO Box 359

Denton tv[) 21629 Washington DC 20001 Chestertown M) 21620 (410)479-4419 (202)638-3556 (4 i 0)778-1350

Lyn Wagner Samuel Walker Judi Wallace Calvert Co Health Dept Wicomico Co Bd of Ed Baltimore County Public Schools Solomons Island Rd North PO Box 980 PO Box 1538 6901 N Charles St

Prince Frederick tv[) 20678 Salisbury M) 21802 Towson M) 21204 (410)535-5400 X 365 (410)543-4276 (410)887-4130

Janice Walthour Jeannette Washington Lewis Watson Carver Elementary School HPRC Health Advisory Board 12 Lincoln Ave 4201 Patterson Ave 725 Riverside Dr

Lexington Park MJ 20653 Baltimore M) 21215 Salisbury M) 21801 (301 )862-2626 (410)764-3255

Thompkins Weaver Katherine Wehrle Maria Weiss MD Congress of PT A's Univ of MD Dept OB/GYN MD Council for Amer Priv Ed 1517 N Luzerne Ave 22 S Greene ST 11112 Waycross Way

Baltimore MD 21213 Baltimore tv[) 21201 Kensington M) 20895 (410)327-3014 (410)328-0747 (301 )320-3200

James Wells Janet Wells Deborah Welsh Center for Health Policy Studies Montgomery Co Public Schools Anne Arundel Co Infants and Toddlers Prof 9700 Patuxent Woods Dr 850 Hungerford Dr 160 Funke Rd

Columbia MD 21046 Rockville M) 20850 Glen Burnie M) 21061 (410)381-4203 (301 )279-3372 (410)222-6911

Deitra Wengert Genie Wessel Beth Westbrook MAHPERD OCYF Wicomico Co Public Schools Towson State University Health Sci Dept 301 W Preston St 15 th floor PO Box 1538

Towson MD 21204 Baltimore M) 21201 Salisbury M) 21801 (410)830-4215 (410)225-4160 (410)742-1466

Henry Westray Frances Whitilock Lynnette Whitt Mental Hygiene Administration Somerset Bd of Social Services Prince George's Public Schools 201 W Preston St 23569 Cemetery Rd 7711 Livingston Rd , Suite K

Baltimore MD 21201 Chance M) 21816 Oxon Hill M) 20745 (410)784-2445 (301 )567-7670

Pag e 24 Governor's Summit OR School Linked Health Services October 13, 1"4 Participants

Governor William Donald Margaret Williams Percy Williams Friends of the Family Maryland Assoc Boards of Education MD 1001 Eastern Ave PO Box 53 Baltimore MJ 21202 Havre de Grace MJ 21078 (410)659-7701 (410)272-0878

John Willis Mary Wilmer Bonnie Wilson Rockville Christian Church MSDE/CESS Boys Latin School of MD 301 Adelare Rd 200 W Baltimore St, 4th floor 822 West Lake Ave Rockville MJ 20850 Baltimore MJ 21201 Baltimore MJ 21210 (301 )762-7744 (410)333-2402 (410)377-5192 x136

Charles Wilson Bonnie Wise Lorraine Wizda Univ of MD Medical Systems United Planning Organ Head Start Maryland School Psych Assn 29 S Greene 810 Potomac Ave NW 2501 Taney Rd Baltimore rv1D 21201 Washington OC 20003 Baltimore MJ 21209 (410)328-8737 (202)546-7300 (410)358-7198

Jane Wobbeking Nollie Wood Jacquelyn Wood Cowan MD Dept of School Nurses BCHD Odenton Fam Devel Comm, Odenton Elem School 4405 Hillside Ave 303 E Fayette St 6th floor 1290 Odenton Rd Baltimore tv1D 21229 Baltimore MJ 21202 Odenton MJ 21113 9410)242-6435 (410)396-9944 (410)551-5208

Imogene Woodley Mary Woodzelle Marti Worshtil Prince George's Co Public Schools Anne Arundel Co Health Dept PG Child Care Resources Ctr 16127 Parklawn PI 3 Harry S Truman Pkwy 9475 Lottsford Rd #203 Bowie rv1D 20716 Annapolis MJ 21401 Landover MJ 20785 (301 )567-9400 (410)222-7170 (301 )772-8420

Cheryl Worthington Melissa Wright Lisa Yohalem Harford Co Government St Jerome's Head Start Baltimore Medical System 220S Main St 775 W Hamburg St 1101 Edison Hwy

Bel Air M) 21014 Baltimore MJ 21230 Baltimore MJ 21213 (410)638-3389 (410)777-2057 (410)732-8800

Betty Young Laurie Young David Zauche Baltimore Co Public Schools Cecil Co Bd of Education American Cancer Society 1004 Saxon hill Dr 201 Booth St 8219 Town Center Dr Cockeysville MJ 21030 Elkton MJ 21921 Baltimore MJ 21236 (410)667-0695 (410)996-5120 (410)931-6850

Page 25 Governor's Summit on School Linked Health Services OctoberI3,I"4 Participants

Ola Ziraba Sabastain Ziraba Mary Jane Zusy Mont Co ECAC Mont Co ECAC The Nursing Spectrum Lake Seneca Opti Lrng Ctr PO Box 10772 Lake Seneca Opti Lrng Ctr PO Box 10772 10009 Frederick Ave Rockville MD 20850 Rockville rvv 20850 Kensington M:) 20895 (301 )670-9116 (301 )670-9116 (301 )949-1676

Page 26 .1.1.'6

STATE OF MARYLAND ~~~ OFFICE OF THE GOVERNOR ­~- IN REPLY REFER TO WILLIAM DONALD SCHAEFER GOVERNOR

ANNAPOLIS OFFICE STATE HOUSE 100 STATE CIRCLE ANNAPOLIS, MARYLAND 21401 (410) 974-3901

BAlTIMORE OFFICE SUITE 1513 301 WEST PRESTON STREET BALTIMORE, MARYLAND 21201 August 22, 1994 (410) 225-4800 WASHINGTON OFFICE SUITE 311 444 NORTH CAPITOL STREET, NW. Joan Harris WASHINGTON , D.C. 20001 MD Health Resources Planning Commission (202) 638-2215 8369 Tamar Drive #725 TOD (410) 333-3098 Columbia, MD 21044 Dear Commissioner Harris: It is with great pleasure that I write to invite you to attend the 1994 Governor's Summit on School-Linked Health Services for Children and Their Families on Thursday, October 13, 1994, from 8:30 a.m. to 3:00 p .m. at the Adult Education Center, University ofMaryland, College Park. A tentative agenda for the Summit, which will focus on HEALTHY FAMILY, HEALTHY SCHOOLS: A CALL TO ACTION, is enclosed.

Health and education are two critical issues facing us today. Theyare specially critical as they relate to the children, our future. The problems are numerous: the rise in childhood poverty, the decline in the health status of children, increase ports of child abuse and neglect, growth in teenage drop-outs, suicides, substanc use, and violence.

These are problems which cannot be addressed by educators alone or health professionals alone. They require a strong cooperative effort. In my 1993 State ofthe State address, I launched a program called "Partners in Prevention." The goal is for the State to forge partnerships in many areas, including a focus on disease and injury prevention, as well as health promotion and education. I believe that healthy families help maintain healthy communities. We are all stakeholders in the community, I invite you to join me as a "Partner in Prevention" in the effort to bring health and education together in support ofour families.

The October 13 Summit will bring together nationally known speakers with an interest in school-linked health services, along with Maryland leaders from health, education, government, bUSiness, religious, and comm~nity organizations. The primary focus of the Summit will be to share the latest thinking on school-linked health services and to share information on practical models - both from within our State and from other states around the country. This Summit will give participants the tools, techniques, and contacts to build and finance models in their own communities. August 22, 1994 PAGE 2

It is my sincere hope that your schedule will permit you to attend this most important conference. Please acknowledge this invitation by completing and returning the enclosed postcard no later than September 30, 1994. Space is limited, so please reserve your place early. Your presence will underscore the importance ofthis Summit. Sincerely, ~'il+ Second Governor's Summit on School-Linked Health Services for Children and Their Families HEALTHY FAMIUES. HEALTHY SCHOOLS A CALL TO ACTION

October 13,1994 ~ 8:30 am - 3:00 pm University College Conference Center ~ University of Maryland College Park

TENTATIVE AGENDA

8:31 - 9:15 am Registration with Continental Breakfast EHhibitors

9:15 - 9:31 am Welcome Ancelmo Lopes, Summit Chairperson President, Mid-Atlantic Health Care Plan Prudential Health

9:31 - 1I:15 am Keynote Rddress Michael D. Usdan, EdD President, Institute for Educational Leadership

1I:15 - 11:45 am Remarks and Presentation Governor William Donald Schaefer

11:45 - 11 :11 am Break with EHhibitors

11 :11 am - 12:15 pm Concurrent Workshops:

R. Peer Mediation and Conflict Resolution

B. Community Coalitions and Rduocat:y

C. School Based Child Care: Getting Babies Ready to Learn

D. Regina Project

E. Robert WO!!!! J!!hns~n Showcase

12:15 - 12:45 pm Rppetizer and Networking in EHhibit Rrea

12:45 - 1: 15 pm Luncheon

1: 15 - 1:45 pm Rem arks Ellen Haas - US Assistant Secretary for Food and Consumer Services (Invited) Dr. Nancy Grasmick - Maryland State Superintendent of Schools

1:45 - 2: 15 pm Plenary Speaker Janet Reno, US Attorney General (Invited)

2:-15 - 3:11 pm Dessert and Networking in EHhibit Rrea

3:11 pm Rdjournment I .' '\ ---==--­... I ,...l. ' ItII

/I ~t

/ ' ... ~ o ....,. , ...... ,, !--- ( -.... ' ..~ ..., SUMMIT LOCATION: o ~~ ~~" 'i UNIVERSITY COLLEGE \ ! ~ o );-;:: ) CENTER OF ADULT EDUCATION .-.(\./i ...'

FROM BALTIMORE: 1-95 South to Capital Beltway (495) to College Park, U.S 1 South (Interchange 25). Proc~~d approJ:imat~ly 1 milt south on U.S. 1 right on 193 West. At 3rd traffic light, (Adelphi) m.aJu "U" tum. Garage on your

right. 0

FROM BOWIE/ANNAPOUS AREAS AND POINTS 0 EAST: Route 50 to Capiial Beltway (95), norm on 95 to College Parle. £Iii U.S. 1 South (interchange 25). Proceed 1 rni1e on U.S: 01. Tum right on 0 193. At 3rd traffic light, (Adelphi) mak~ "U" tum. Garage on Jour right.

FROM WASHINGTON, D.C.: New Hampshir(! A venue (650) to Adelphi Road. Go 2 miles. At 3rd light, make a l~ft on University Boulevard, then an immediate right into garage.

MONTGOMERY COUNTY AND POINTS WEST: Capiial Beltway (495) to New Hampshire Avenue South (650) . At 2nd light, make a left on Adelphi Road. Go about 2 miles, at 3rd light, make a left on University Boulevard, then an immedio.te right into garage. Overnight guests must check-in at the Front Desk before parking.

PARKING IS FREE. WHEN YOU RETURN THE REGISTRATION CARD YOUR NAME WILL BE PUT ON THE LIST FOR PARKING. IF YOU FIND YOU CAN'T A'l"l'END AND WISH TO SEND A SUBSTITUTE PLEASE CALL MARILYN GOLI:MATER AT (410) 974-3004, IN ADVANCE, SO THAT YOUR NAME MA BE REMOVED FROM THE PARKING LIST AND THE SUBSTITUTE'S NAME ADDED. THERE WILL BE A PARKING CHARGE IF YOUR NAME IS NOT ON THE LIST. STA TE OF MARYLAND OFFICE OF THE GOVERNOR

IN REPLY REFER TO WILLIAM DONALD SCHAEFER GOVERNOR

ANNAPOLIS OFFICE STATE HOUSE 100 STATE CIRCLE ANNAPOLIS , MARYLAND 21401 (410) 974-3901

SAL TIMORE OFFICE SUITE 1513 301 WEST PRESTON STREET SAL TIMORE, MARYLAND 21201 (41 0) 225-4800

This is to certify that WASHINGTON OFFICE SUITE 311 444 NORTH CAPITOL STREET. NW WASHINGTON , D.C. 20001 (202) 638-2215

TOO (410) 333-3098 (/ attended the

GOVERNOR'S SUMMIT on SCHOOL LINKED HEALTH SERVICES

HEALTHY FAMILIES, HEALTHY SCHOOLS A CALL TO ACTION

October 13, 1994

mmIt CoordInator

-- Second Governor's Summit on School-Linked Health Services for Children and Their Families

HEALTHY FAMILIES, HEALTHY SCHOOLS A CALL TO ACTION

October 13, 1994

University College Conference Center University of Maryland College Park

Conference Overview

This is the second state-wide invitational Summit on Healthy Families and Healthy Children to be sponsored by the Governor's office and reflects Governor Schaefer's long-term commitment to integrative and comprehensive school-linked health services. The sessions will provide community, private and government leaders opportunities to highlight Maryland's innovative programs. Speakers will address critical issues that require immediate and sustained partnerships 1994 Governor's Summit On School Linked

Health Services For Children And Their Families

SPONSORS CMG Health, Inc. Dimension Health Corporation Kaiser Permanente Medical Care Program Maryland Health Resources Planning Commission Maryland Infants and Toddlers Program National Health/Education Consortium NeighborCare Professional Pharmacy Services, Inc. Noble Steed Prudential Health Care Plan ofthe Mid-Atlantic Struever Bros. Eccles & Rouse, Inc.

In Cooperation with The University of Maryland at Baltimore and The University of Maryland Foundation

EXHIBITORS American Academy of Pediatrics Association ofState & Territorial Health Officials March of Dimes Central Maryland Chapter Maryland Food Committee Maryland Infants and Toddlers Program Mental Health Association of Prince Georges County National Association of School Nurses National Health/Education Consortium National School Boards Association

Our thanks to all those whose generosity made this summit possible INTEGRATED SERVICE SYSTEMS that are COMMUNITY-BASED and SCHOOL-LINKED

1994 SHOWCASE OF PROGRAMS 1ft• MARYLAND

Jurisdictions:

Anne Arundel County Baltimore County Frederick County Howard County Montgomery County Prince George's County Queen Anne's CountyTalbot County Washington County INTEGRATED SERVICES SYSTEMS THAT ARE COMMUNITY-BASED AND SCHOOL-LINKED Showcase of Programs in Maryland

County/City: Anne Arundel County / Annapolis. Md Program Name: Annapolis Area School Readiness Expo

School(s): Hillsmere Elementary (name, address, 3052 Arundel-on- the- Bay Road & level) ______-!A~n~n~a~p~o~1~~~· ~s~,_2M~d~.~2~1~4LQ~3____~P~r~e~-~k~-~5~______Number of Size of 401 student Body: Children Served: 150 contact Person: Dr. Linda Boyd Phone: 41 0- 2 22-5 4 41 Coordinator of Early Childhood Address: Anne Arundel County Board of Educatjon 2644 Riva Road Annapolis, Md. 21401

Source(s) of Funding: no funding

Program Description: (250 words or less. Should include: opening date, staffing, hours and days of operation, description of space utilized, collaborating agencies and/or organizations, services offered, and involvement of parents, if appropriate) The Annapolis Area School Readiness Expo was held on Saturday, April 9, 1994 in celebration of the Month of the Young Child. Nine Annapolis Area Schools participated in the program. The Expo was held at Hillsmere Elementary School. Exhibits were set-up in the school mUlti-purpose room. AgenCies partiCipating in the Expo included: Baby's First Step, Infants and To~dleL Program,Drug Alcohol Prevention Program (D.A.P.P.), Anne Arundel County Health Department, Anne Arundel County Public Library, Social Security Administration, Anne Arundel County Recreation and Parks, Dare Program, McGruff-Anne Arundel County, Police Department, Head Start, Maryland Hall For Creative Arts, (continued on back) Please consider for exhibit table. ~ No (Circle one) Do not send fee now. Annapolis Youth Services, Salvation Army, Navy Family Advocacy, Friends of Banneker Douglas, Alliance for Drug Free Annapolis, Annapolis Recreation and parks, and the County Child Care Administration.

The Anne Arundel County Health Department provided immunizatio~, Social Security and the Public Library provided applications, and the Girl Scouts volunteered to care for young children while parents attended workshops on reading to young children, parent involvement, math home activities, and kindergarten orientation.

Guests readers were available for the children. They included the Anne Arundel County Superintendent of Schools, Assistant Superintendent of Schools, Mayor of Annapolis and other local politians.

Transportation was provided by local churches. INTEGRATED SERVICES SYSTEMS THAT ARE COMMUNITY-BASED AND SCHOOL-LINKED Showcase of Programs in Maryland County/City: Baltimore County Program Name: Lansdowne Cluster Wellness Centers School(s): Riverview Elementary (name, address, Lansdowne Middle level) Lansdowne High Size of Number of Student Body: High: 1,068 Children Served: To Be Middle: 763 Determined Elementary: 745 contact Person: Dr. Barbara R. Heller Phone: 706-6741 Address: University of Maryland School of Nursing 655 W. Lombard st., Baltimore, MD 21201 Source(s) of Funding: Baltimore County Public Schools/Baltimore County Department of Health Third Party Fee Collection

Program Description: (250 words or less. Should include opening date, staffing, hours and days of operation, description of space utilized, collaborating agencies and/or organizations, services offered, and involvement of parents, if appropriate.) LANSDOWNB CLUSTER WELLNESS CENTERS by Barbara R. Heller, Ed.D., R••• , P.A.A••• Dean and Professor University of Maryland School of HUrainq Michele O.Prumo, X.S., R••• Coordinator, Office of Health Services Baltimore county PUblic Schools Linda S. Thompson, Dr.P.H., X.P.H., B.S••• Chair, Department of Katernal and Child Health University of Maryland School of .ursinq Eric Pine, M.D., M.P.H. Chief, School Health Services Baltimore county Health Department The Baltimore County Board of Education, Department of Health and the University of Maryland School of Nursinq have developed a partnership to establish and implement school­ based wellness centers which will provide affordable and accessible health care to the students enrolled at three feeder schools in the Lansdowne area of Southwestern Baltimore County: Riverview Elementary, Lansdowne Middle, and Lansdowne Hiqh Schools. Since students who attend Riverview Elementary qo on to the identified middle and hiqh schools, this project is a unique opportunity to provide continuity of health care throuqh a cluster arranqement.

The existinq school health services proqram at each of the three schools will each be complemented by a school-based wellness center which may provide evaluation and treatment for acute and chronic illnesses, physical examinations, health assessments, reproductive health care, HIV education and testinq, mental health and substance abuse counselinq, nutritional services, and referral for dental services. The staff of the school-based wellness centers may include: school nurses and nurse practitioners. A community needs assessment will further determine services and consequently needed staff. Under the auspices of the faculty of the University of Maryland School of Nursinq, these three schools will provide clinical sites for the education and traininq of students in the School of Nursinq.

These three schools also are the sites for Baltimore county Public Schools' Family-Focused Services which provide case manaqement throuqh the Pupil Personnel Worker to ensure provision of interaqency services and to prevent fraqmentation of services. All three schools have peer mediation proqrams which encouraqe students to help each other and work throuqh conflicts in non-violent ways. Additionally, School of Nursinq faculty will work closely with school personnel, students, parents, and other health professionals to desiqn proqrams which encouraqe health enhancinq behaviors (e. q. , nutrition, exercise, oral health) and prevent health compromisinq behaviors (violence, substance use and unsafe sex) . This partnership will be a model of interaqency collaboration.

Please consider for exhibit table. ~ No (Circle) Do not send fee now. ~) !

INTEGRATED SERVICES SYSTEMS THAT ARE COMMUNITY-BASED AND SCHOOL-LINKED Showcase of County/City:

School(s): (name, address, , level) ~~~~F~~~~~~~~~~~,-~______

Size of Number of / 'J ::> Student Body: Children Served: 210 frJ/Ili (ofs - ~ Contact person~/) AI{ / D tv . M4/?./-<.oE Phone: ~) 0'/1-1#2-­ Address: 7)'/0 J/.f?vVvrif2-lj ROAD

Pfli;-()Ef.tu I ).A 0 I'll7o~

Program Description: (250 words or less. Should include: opening date, staffing, hours and days of operation, description of space utilized, collaborating agencies and/or organizations, services offered, and involvement of parents, if appropriate) ~ ATTAcJ{;-ef)

Please consider for exhibit table. Yes ~ (Circle one) Do not send fee now.

. -.;;:::::}}:::::;:;:;:::::;:::;:::;:;:;:;:::} :.:.;...::::; ...... ,:;.;::.;:-;-<; :::::.::::::;:::~::::::~;:::;:~,:. THE INTERAGENCY ORGANIZATIONS COORDINATOR AND AGENCIES PROVIDING CASS SERVICES The Interagency Coordinator is the fabric that weaves the services together. The • Frederick County Public Schools ~~~~ coordinator receives, evaluates, and acts • Frederick County Department of Social as the broker of services for children and COMMUNITY AGENCY SCHOOL SERVICES families. Services After the coordinator receives the referral • Frederick County Government and a family is accepted into the program, Head Start an interagency team works together to Job Training provide comprehensive services to the Family Partnership family. Prior to CASS, the school and • Frederick County Health Department agencies were working independently, often duplicating services at greater Nursing Services expense. This model creates a more Substance Abuse Services efficient and effective method to provide Mental Health Services meaningful assistance to children and • Frederick County Department of families. The Interagency Coordinator Juvenile Services binds the agencies and the schools together in delivering coordinated services • Central Maryland Catholic Charities to families and communities. • Brunswick City Government • Brunswick Police Department COMMUNITY Brunswick CASS • Brunswick Recreation Commission Karol Strang, Coordinator • Brunswick Service Organizations 601 East Potomac Street Brunswick, Maryland 21716 • Brunswick/Jefferson Medical Center (301) 834-7873 • Frederick County. Parks and Recreation • Frederick County YMCA ~~. Catoctin CASS • United Way of Frederick County I EARLY INTERVENTION ::;:: ~:: Debbie Wivell, Coordinator IS THE KEY • Community Foundation :} Emmitsburg Community Center IF WE EVER HOPE • Emmitsburg Town Government TO BREAK THE CYCLE OF 300 South Seton Avenue POVERTY Emmitsburg, Maryland 21727 • Emmitsburg Resident Trooper (301) 447-3611 • Thurmont Town Government Po, furthH """"""'_"" • Thurmont Police Department i:: CASS Interagency Advisory Board Governor Thomas Johnson CASS • Frederick City Government il David W. Markoe Donna Bowman, Coordinator ,,'" 7516 Hayward Ro.d • Frederick City Housing Authority 600 North Bentz Street, Apt. #2 :: Frederick,. Maryland 21702 i i, (JOI) 694-1442 if. Family Services Drop-In Center • Frederick City Police Department :1 Fax (301) 696-0415 Frederick, Maryland 21701 J (301) 696-1577 *, ~, '",_~, ,'0'","', """"_ ",,"'... THE POVERTY CYCLE DESCRIPTION FREDERICK COUNTY AND STATISTICS The Community Agency School Services PURPOSE OF CASS Program is an effort to break the cycle of • 13% of the children live in a single poverty that leads to academic failure, CASS is a comprehensive service delivery parent household chronic health problems, homelessness, model designed to provide integrated, teenage pregnancy, and unemployment. multidisciplinary services to families in • 7% of the children live with someone Children who come to school hungry will risky situations in Frederick County, other than their natural father or mother not concentrate on being a good student. Maryland. Children who are homeless will have Based on a collaborative, interagency • 5.6% of the children live in poverty difficulty completing homework, if they approach, CASS works closely with (under age 18) are at school at all. Children who live schools, agencies, the community, and with violence or with drug and alcohol families to ensure IMMEDIATE • 6.2% of the children live in poverty abuse will not produce academically. SERVICES to families. By having (under age 5) Children who lack adult supervision and agencies working closely together, parenting are not concerned about school increased and more efficient services are • 25% of the children live with a female and education. These children do not have provided to families and children. head of household a vision for the future; they are concerned about day-to-day survival. ALMOST • 37% of these children are under 5 years ALL OF THESE CHILDREN COME old FROM POVERTY-RIDDEN HOMES. THREE GOALS OF • 5.2% of high school dropouts are from CASS low socio-economic status

SERVICES OFFERED To facilitate interagency collaboration and THROUGH CASS cooperation among the Frederick County COMMUNITY BASED Public Schools, private/public agencies, IS THE • Academic Support communities and fanilies. KEY TO SUCCESS • Pre-school Support Programs • Individual Counseling To provide integrated, coordinated, Each CASS program in Frederick County • Family Counseling family-focused case management services is based in its own school-community.; • Health Care to families of children who are in risky this is the uniqueness of the program. • Parenting Seminars situations. Each community has varying needs and • Support Groups resources to support the program. The • Substance Abuse Counseling To emphasize prevention and early CASS program adjusts and adapts to these • Intensive In-home Support intervention in an effort to break the cycle needs and resources. Some of the • Family Recreation of poverty that leads to academic failure, communities are providing latchkey • Summer Camps for Children chronic health problems, homelessness, programs, recreational programs, tutoring, • Financial Assistance teenage pregnancy, and unemployment. family and individual counseling, parenting classes, health services and counseling. INTEGRATED SERVICES SYSTEMS THAT ARE COMMUNITY-BASED AND SCHOOL-LINKED

Showcase of Programs in Maryland

County/City: ~H~o~w~a~r~d~Co~u~n~t~y~__~A=l=l~s~c~h~o~o~l~s~i=n~th=e~H~C=P=S=s~______

Program Name: The Connection Center

School(s): All schools in the Howard County Public School System (name, address, Peter Finck - 10910 Route 108 - Ellicott City, MD 21042 & level)

Size of Number of Student Body: ~34~,~0=0=0______Children Served: contact Person: Peter Finck Phone: (410)313-6646 Office of Pupil Personnel Address: The Howard County Public School System

10910 Route 108 Ellicott City, MD 21042

Source(s) of Funding: None - all services provided by non-profit agencies.

Program Description: (250 words or less. Should include: opening date, staffing, hours and days of operation, description of space utilized, collaborating agencies and/or organizations, services offered, and involvement of parents, if appropriate) The Connection Center - Howard County has a monthly meeting of representatives from five agencies who meet with a referrd family or a school representative prepared to discuss the family. Families who seem to need help from several community agencies are referred to The Connection Center. Representatives from the Department of Social Services, Juvenile Services, Community Mental Health, Police Youth Division and the Department of Education attend.

Four referrals are discussed each month. Each family has a half-hour on the agenda to describe their pressing needs and for the agency representative to decide what services can best help the referred family. One agency takes lead responsibility to assist the family and if appropriate, other agencies lend support to the family. Please consider for exhibit table. Yes ~ (Circle one) Do OVER not send fee now. ~ When The Connection Center begins a new monthly meeting, the first half-hour is devoted to a follow-up discussion of the previous month's referrals. Since all agencies represented are non-profit county agencies, there is no added cost to conduct these meetings.

The Connection Center meets on the 3rd Thursday of each month from 8:30 a.m. - 10:30 a . m. The meeting place is the Health Department office in Savage. Referrals come from the public schools. INTEGRATED SERVICES SYSTEMS THAT ARE COMMUNITY-BASED AND SCHOOL-LINKED

Showcase of Programs in Maryland

County/City: Montgomery County

Program Name: Linkages to Learning School(s): See reverse side for names of schools and addresses (name, address, & level) Elementary

Size of Number of Student Body: 620/each school Children Served: 4700 contact Person: Haifa Peter Phone: 946- 1683 401 Hungerford Drive, Rockville, MD 20850 (3rd Floor) Address:

Source{s) of Funding: Local County Funding

Program Description: (250 words or less. Should include: opening date, staffing, hours and days of operation, description of space utilized, collaborating agencies and/or organizations, services offered, and involvement of parents, if appropriate)

On Attached

Please consider for exhibit table. Yes No (Circle one) Do not send fee now.

Serve Reverse Side School(s):

Summit Hall Elementary 100 West Deer Park Road Gaithersburg, MD 20877

Highland Elementary 3100 Medway Street Silver Spring, MD 20902

Rockinghorse Road Center 4910 Macon Road Rockville, MD 20852 ATTACHMENT

INTEGRATED SERVICES SYSTEMS THAT ARE COMMUNITY-BASED AND SCHOOL-LINKED

The Linkages To Learning Program (LTL) , initiated in February 1993, is a public-private collaboration that provides community based services to at-risk children and families to improve adjustment and performance in school, home, and community. Services include mental health, social services, health, and school support, and are co-located at a school site for better community access. Participating agencies include: Montgomery County Public Schools, Department of Social Services; Health Department; Family Resources; and Addiction, Victim and Mental Health Services. Private community agencies are working with these agencies to provide services. They include Kensington Wheaton Youth Services, administered by the Mental Health Association, and the Family Services Agency, Inc., with funding from the W. K. Kellogg Foundation. The LTL program takes a holistic approach to intervention and focuses on the children and families' needs in the context of their school, home, and community environments. Services include: • assisting clients with obtaining food, utility and housing,

• enhancing parenting skills, • helping parents complete financial and medical assistance forms, • providing translations for non-English speaking families, • supporting students' adjustment to school, and • helping parents access the "services system" on their own. Hours of operation are Monday through Friday, 8 : 30 to 5:00 p.m. and Wednesday nights. Staff are located at three sites: two are elementary schools and the third is a community based center for international students. Staff include professional counseling specialists, nurses, outreach workers, mental health, school health professionals, and volunteers. Fifty percent of the staff are bilingual in Spanish.

Prince Georqe's County

The Division of Pupil Services of the Prince George's County Public Schools (PGCPS) and the Mental Health Association (MHA) of Prince George's County have joined together to coordinate and implement an integrated Youth Violence Reduction Initiative in the PGCPS. The Social Problem Solving Skills Prog~am (SPS), the centerpiece of the violence prevention effort, dirGctly supports one of the five PGCPS goals, to provide a safe and positive learning environment, as well as MHA'S campaign, Voices v. Violence.

The goal of SPS is to .r:educe and prevent violence- related 8t udent conflicts and promote a physically and psychologically safe school climate conducive to learning. Teachers learn specific teaching strategies and activities with which to teach core social skills in their classrooms so that students will: * galn an understanding of the nature of conflict; * develop skills and strategies to resolve conflict situations peacefully; * develop respect for individual human differences; * reduce student conflicts related to culture and ethniclty; * refine and extend their knowledge and skill levels tor problem-solving, decision-making and conflict resolution; * improve interpersonal communication skills; * become active participants in ensuring a physically and psychologically safe learning climate at their schools; * involve parents in the understanding and use of the social problem solving process. The total school staffs, including teachers, guidance counselors, school psychologists and pupil personnel, participate in a two- day training program. They learn the rationale for directly teaching students appropriate social skills; how to incorporate social skill development as part of the classroom c.urriculumi and to apply and develop their own social skills lessons, Each teacher receives a resource manual containing ready made, yet easily adapted, lesson plans and class activities for teaching the core social skills. Students are active participanLs in the SPS learning process. They have the opportunity to identify and discuss real ­ life Situations, and problem-solve and practice peaceful strategies with their classmates. Parents are involved in the SPS model as well. INTEGRATED SERVICES SYSTEMS THAT ARE COMMUNITY-BASED AND SCHOOL-LINKED Showcase of Programs 1n Maryland

County/City: Prince George's County Program Name: Social Problem Solving Skills Program (SPS) Schools: Overlook Elementary 32~8 Curtis Drive Temple Hills, M~ 29748 Size of Student Body: 557 Number of Children Served: 557 Hillcrest Heights Elementary 4305 22nd Place Temple Hills, MD 20748

Size of Student Body: 462 Number of Children Served: 462 Panorama Elementary 2002 Callaway Street Temple Hills, MD 20748 Size of Student Body: 256 Number of Children Served: 256

Contact Person: Dr. Rita Robinson Phone: 301-952-6371 Address: Division of Pupil Services Sasscer Administration Building Prince George's County Public Schools 14201 School Lane Upper Marlboro, MD 20772 SQurces of Funding: Maryland State Department of Education Prince George's County Public Schools Mental Health Association of Prince George's County INTEGRATED SERVICES THAT ARE COMMUNITY-BASED AND SCHOOL-LINKED Showcase of Programs in Maryland

County/City: __~Q~u~e~e~n~An~n~e~'s~______

Program Name: School Health and Safety Fair

School(s): Centreville Elementary School (Name, Address, and Level): PreKindergarten through grade 4

Size of Number of Student Body: 650 Children Served: 650 Contact Person: Linda Cronshaw, B.S.N. Phone: (410) 758-1320

Address: 701 Roe-Ingleside Road

Centreville, MD 21617

Source(s) of Funding: School and PTA. In-kind from community resources presenting.

Program Description: (250 words or less. Should include: opening date, staffing, hours and days of operation, description of space utilized, collaborating agencies and/or organizations, services offered, and involvement of parents if appropriate).

SEE ATTACHED

Please consider for exhibit table. Yes ~~ (Circle One) Do not send fee now. Marilyn Goldwater Page 2 August 1, 1994

The Queen Anne's County Board of Education presented both school nurs es a Certificate of Recognition for Outstanding Achievement, thus acknowledging the integrated role of school administration, staff, faculty, support services personnel, parents, and the community in the education of our youth.

It is with great pride and appreciation that I present these two school nurses, Linda Cronshaw, R.N., B.S.N. and Nancy Pippin, R.N., to the Second Governor's Summit on Integrated Service Systems that are community-based and school-linked.

CSD/lbk

Enclosures

Participating Organizations

Sheriff's Department "Crime Prevention & Drug Awareness" Extension Office Breakfast Calculator", "4-H" Advanced Life Support 911 Information" Goodwill Fire & Ambulance Equipment Demonstration" Health Department Sun Safety", 5 A Day Program" Animal Control Center Stay Safe Around Animals Dept. of Natural Resources Drowning is No Accident", "Water Safety" Smokey the Bear Preventing Environmental Fire Damage" Prevention Office for Saying NO to Drugs and Alcohol" Drugs & Alcohol Maryland State Police "Drug Awareness" Centreville Barrack Dept. of Parks & Recreation "Summer, Safe Fun" American Cancer Society "Clean Air for You & Me" Kent Island Athletic Club "Get Fit with Step Aerobics and Karate" Jazzercise American Red Cross "Poison Control" Delmarva Power "Electrical Safety" Easton Memorial Hospital "Asthma & Allergy - Support Group Activities" INTEGRATED SERVICES SYSTEMS THAT ARE COMMUNITY-BASED AND SCHOOL-LINKED Showcase of Programs in Maryland County/City: ~(ba+ c...o-t.J.AI. h t Program Name: I~ WU~ ~ £LJ.- tes-b, ~ S:J-t ~~~~~;(:~~r~ 4~ 1Ytl: *0/ & level) _ 'I '" 1­ Size of <7c:/_ Number of Student Body: D~~ Children Served: Contact Person: .juf, It- R. L~/.sJ H.5{p~ne: d/() - f"z.-z. -ZZ-k Address: 1Al~..J ~~ ttuttL kf?.l II) D,d. fI/Ul-.5tf'I'V 1Jr. ~5#Yt J A)". 2--/(' tJ/

Source(s) of Funding: ~.t..!:y\H- -5 ~ cJ'I-' MD~ ~~ f3,."e-d......

Program Description: (250 words or less. Should include: opening date, staffing, hours and days of operation, description of space utilized, collaborating agencies and/or organizations, services offered, and involvement of parents, if appropriate) Pl.uAt- foLL ~

Please consider for exhibit table. Yes ~ (Circle one) Do not send fee now. TALBOT COUNTY HEALTH DEPARTMENT 100 S. HANSON STREET EASTON, MARYLAND 21601 (410) 822-2292 FAX: (410) 822-2583 • nY: (410) 820-7552 The Wellness Center at Easton High School

After nearl y two years of planning, the Wellness Center at Easton High School, Easton, Maryland, opened on April 26, 1994. Funding for this project was received from the Governor's Council on Adolescent Pregnancy Prevention. Expanding the traditional school health program, comprehensive primary care services will be offered t o enrolled students, including: physical exami nations, treatment of illnesses and injuries, sports physicals, STD treatment, reproductive health care, mental health counseling, substance abuse prevention and treatment, management of chronic illnesses, and immunizations. Contraceptive devices will not be available at the Wellness Center.

This program is a collaborative effort of the Talbot County Health Department and Talbot County Public Schools. The Program Ma nager of Child and School Health Programs of the Health Department and the Coordinator of Health Programs of the Public Schools have worked together to build widespread community support. An Advisory Board was formed in February, 1993, to oversee policy development and to serve as a link with the community. The committee has met on a regular basis to conduct a needs assessment survey, to plan the range of services, and to discuss the details of establishing the Center. The results of the survey indicated strong support by parents and students for a Wel l ness Center at the high school.

Students who do not have access to health care are the primary target population and a student must be enrolled by a parent or guardian to receive services. A family nurse practitioner will be avai lable to see students two days per week, on an appointment-only basis. A system of billing for reimbursable servi ces will be established during the initial implementation phase, and sources of funding will be sought. - . ...

INTEGRATED SERVICES SYSTEMS THAT ARE COMMUNITY-BASED AND SCHOOL-LINKED

Showcase of Programs in Maryland

County/City: Washington County

Program Name: School/Family Liaison

School(s): Washington County Schools

(name, address and level) Kindergarten-12 Size of Student Body: N/A Number of Children Served: 150

Contact Person (s) : Melissa Cline, Washington County D.S.S., P.O.Box 1419, Hagerstown, MD Phone: 791-4037 and James Lemmert, Washington County BOE, P. O. Box 730, Hagerstown, MD Phone: 791-4183 Source(s) of Funding: Department of Human Resources, Washington County Board of Education, Private Service Organizations

Program Description: (250 words or less. Should include: opening date, staffing, hours and days of operation, description of space utilized, collaborating agencies and/or organizations, services offered, and involvement of parents, if appropriate.)

The School/Family Liaison would provide short term case management and crisis intervention to those families who are referred for service by school personnel. Referrals would be prioritized by the pupil personnel workers. The School/Family Liaison would make home visits and gather information from the family to determine appropriate referrals to other agencies. A determination would be made by the School/Family Liaison as to the need for continuing services by community agencies. The School/Family Liaison would participate in coordination and collaboration staffings between agencies involved with a family and provide linkage between Department of Social Services and Board of Education.

The liaison will participate in coordination and collaboration staffings between agencies involved with a family and provide linkage between DSS and BOE. The liaison will also participate in transfer staffings when the case is referred to another agency and accompany the new worker to the home for a transfer visit with the family when appropriate. It is expected that approximately 25% of the cases assessed will require a need for ongoing services by a community agency. ~ . - -

-2­

The School/Family Liaison will begin September 1, 1994. Staffing will include one social worker supervised by the Program Manager for CPS and housed at the Board of Education. The program will operate the hours of a school day through the school year. The project has been funded through a collaborative effort of the Board of Education, Department of Social Services and local civic and business organizations.

Please consider for exhibit table. Yes (No) (Circle one) Do not send fee now. THE MARYLAND HEALTH/EDUCATION CONSORTIUM

VISION

Maryland will have a service delivery system that offers all families the services and assistance they need to prevent or minimize health problems and to promote the development - physically, mentally, and emotionally - of children, youth, and families. this system will be located within communities, involve public. and private partners, be family-focused, and recognize and respect diverse ethnic. and cultural strengths and needs.

MISSION

The Maryland Health/Education Consortium will promote this vision through:

• Coordination of current health/education models in the State that offer services and assistance to children and families; and

• Advocacy for the development of public/private partner­ ships at the community level to support comprehensive community school-based or school-linked health services for Maryland children birth through eighteen years old and their families.

• Advocacy for comprehensive school health programs which encompass all instructional and support services programs that assist students and their families in achieving a high level of wellness.

6/ 30/93 / JOINT STATEMENT ON SCHOOL HEALTH by The Secretaries of Education and Health and Human Services

Health and education are joined in fundamental ways with each other and with the destinies of the Nation's children. Because of our national leadership responsibilities for education and health, we have initiated unprecedented cooperative efforts between our Departments. In support of comprehensive school health programs, we affirm the following : • America's children face many compelling educational and heillth and developmental challenges that affect their lives and their futures. These challenges include poor levels of achievement: unacceptably hi!!h drop-out rates: low literacy: violence, drug abuse, preventable injuries, physical and mental illness, developmental disabilities, and sexual activity resulting in sexually transmitted diseases. including HIV, and unintended pregnancy. These facts demand a reassessment of the contributions of education and health programs in safeguarding our children ' s present lives and preparing them for productive. responsible, and fulfilling futures.

• To help children meet these challeng~ education and heillth must be linked in partnership. Schools are thc only public institutions that touch nearly every young person in this country. Schools have a unique opportunity to affect the lives of children and their families. but they cannot address all of our children's needs alone. Health. education. and human service programs must be integrated. and schools must have the support of public and private health care providers. communities. and families.

• School heillth programs support the education proces~ integrate services for disadvantaged and disabled children and improve children's heillth prospects. Through school health programs, children and their families can develop the knowledge. attitudes, beliefs. and behaviors necessary to remain healthy and perform well in school. These learning environments enhance safety, nutrition, and disease prevention: encourage exercise and fitness, support healthy physical. mental. and emotional development; promote abstinence and prevent sexual behaviors that result in HIV infection, other sexually transmitted diseases. and unintended teenage pregnancy, discourage use of illegal drugs, alcohol. and tobacco; and help young people develop problem-solving and decision-making skills.

• Reforms in heillth care and in education offer opportunities to forge the partnerships needed for our children in the 1990s_ The benefits of integrated health and education services can be achieved by working together to create a 'seamless' network of services, both through the school setting and through linkages with other community resources.

• qOALS£000 and HEALTHY PEOPLE £000 provide complementary visions that together; can support ourjoint efforts in pursuit ofa heillthier; better educated Nation for the next century. qOALS 2000 challenges us to ensure that all children arrive at school ready to learn; to increase the high school graduation rate; to achieve basic subject matter competencies, to achieve universal adult literacy; and to ensure that school environments are safe. disciplined. and drug free . HEAlTHY PEOPLE 2000 challenges us to increase the span of healthy life for the American people, to reduce and finally to eliminate health disparities among population groups. and to ensure access to services for all Americans.

In support of CiOALS 2000 and HEALTHY PEOPLE 2000, we have established the Interagency Committee on School Health co-chaired by the Assistant Secretary for Elementary and Secondary Education and the Assistant Secretary for Health, and we have convened the National Coordinating Committee on School Health to bring together representatives of major national education and health organizations to work with us.

We call upon profeSSionals in the fields of education and health and concerned citizens across the Nation to join with us in a renewed effort and a reaffirmation of our mutual responsibility to our Nation's children. ~~.~- Donna E. Shalala Secretary ofEducation Secretary ofHealth and Human Services

NATIONAL EDUCATION GOALS

1. By the year 2000, all children in America will start school ready to learn.

2. By the year 2000, the high school graduation rate will increase to at least 90 percent.

3. By the year 2000, students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, math, science, foreign language, arts, history, and geography; and every school will ensure that all students learn to use their minds well, so that they may be prepared for responsible citizenship, further learning, and productive employment in our modern economy.

4. By the year 2000, U.S. students will be first in the world in math and science achievement.

5. By the year 2000, every adult American will be literate "and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship.

6. By the year 2000, every school in the United States will be free of drugs and violence and will offer a disciplined environment conducive to learning.

MARYLAND STATE DEPARTMENT OF EDUCATION

SCHOOLS FOR SUCCESS: GOALS AND STRATEGIES

Goals By the Year 2000:

1. 95% of Maryland's students will start first grade ready to learn as demonstrated by readiness assessments.

2. Maryland will rank in the top five states in the nation on national and international comparisons of student achievement and other measures of student success.

3. 100% of Maryland's students will be functionally literate in reading, writing, mathematics, and citizenship.

4. 95% of Maryland's student's will achieve satisfactory levels in mathematics, science, reading, social studies, and writing/language arts on state-developed measures.

5. 50% of Maryland's students will achieve excellence levels in mathematics, science, and technology will increase by 50 %•

6. The number of Maryland students pursuing post-secondary studies in mathematics, science, and technology will increase by 50%.

7. 95% of Maryland's students will achieve a high school diploma and will be prepared for post-secondary education, employment, or both.

8. 90% of Maryland's students who drop out of school will secure a high school diploma by age 25 .

9. 100% of Maryland citizens will be literate.

10. Maryland schools will be free of drugs and alcohol and will provide a safe environment conducive to learning.

- over ­ Strate~ies for State Action:

1. Maryland School Performance Program: Challenge Grants Schools of the Future

2. Quality Teaching and School-based Administration

3. Early Intervention Services for At-risk Children and Families

4. Pre-kindergarten Education for all Eligible Disadvantaged Children

5. Mandatory Kindergarten Attendance

6. Revised High School Graduation Requirements: Eliminate "General" Course of Study

7. Compulsory School Attendance to Age 18 of High School Graduation

8. Flexible School Organization to Accommodate Employed Students

9. Improved Student Performance in Mathematics, Science, and Technology

10. Computer-assisted Instruction: One Computer for Every 10 Students

11. Extend the School Year to 200 Days

12. Parental Involvement

13. Drug-Free Schools Program

14. Literacy Works

15. Equitable Funding School Health Standards -- COMAR 13A.OS.OS .OS --.IS

History: Adopted May, 1991. By September, 1992 all local superintendents submitted status reports on the implementation of the standards. By September, I99S, all local superintendents must certify that the standards are being implemented, with annual certification required each year thereafter.

Summary of Standards:

.OS - MSDE and DHMH have produced standards and guidelines for school health services in accordance with Education Article 7-401. Expresses willingness of agencies to provide technical assistance .

.06- Definition of Terms: Designated school health professional is defined as a RN, nurse practitioner or physician with special training . Other terms defined include nursing care plan, health counseling, supervision .

.07 - Standards for All Students

1 - Physical examination by MDINP for first time entry into Maryland school. 2 - Review of students health records by designated school health professional (DSHP) or school health services aide. Refe~al of students with health problems or concems to DSHP. 3 - Conduct a health appraisal on students with identified problems/concerns. Done by DSHP.. Must occur within six months and be repeated as needed. Communication requirements and follow-up standards identified Also requires hearing, vision, and scoliosis screenings. 4 - Health counseling is to be provided as needed by the DSHP. . S - School to comply with immunization and communicable disease regulations and develop policies regarding nonreportable communicable diseases. 6 - DSHP available to consult physical education program on health and safety issues .

.08 - Standards for Students with Special Health Needs

I - Requires local school systems and health departments to have policies to ensure that health services are provided to students with special health needs. 2 - DSHP to prepare a care plan for routine and emergency care, inform school personnel of students who may need special intervention, and identify persons needing inservice training. 3 - DSHP may serve on pupil services team and ARD. DSHP to contribute as appropriate to IEP, ISFP and Transitional Plan .

.09 - Standards for Emergency Services

1 - Local school system and health department to prepare guideline manual for each school. 2 - Emergency card on each student required annually. 3 - Emergency plans to be developed .

.10 - Describes standards for health facilities in schools .

.11 - Local school system and health department to develop a plan for staff development in health services program, coaches' training, CPR and first aid, and other legally mandated training (e.g. OSHA).

.12 - Dissemination of school health services information required annually .

.13 - Requires the development of a local school health council, provision of medical direction by the healUl officer/designee, supervision of nurses by nurses, and coordination with community resources. Certification of compliance required by September, 1995. .14 - MSDE and DHMH responsible for plan to monitor and evaluation programs .

.IS - Confidentiality to be dealt with in accordance with Minor Consent Law and FERPA.

COUNCIL OF CHIEF STATE SCHOOL OFFICERS

One Massachusetts Avenue, /Io'W, Suite 700, Washington, DC 20001·1431 • 202i4{)8·5505· FAX 202/408·8072 Resource Center on Educational Equity State Education Assessment Center •

GOALS 2000: EDUCATE AMERICA ACT

SUMMARY OF THE ACT

Prepared by

COUNCIL OF CHIEF STATE SCHOOL OFFICERS::'

On March 311994, President Clinton signed into law the Goals 2000: Educate America_ Act. One hundred five million dollirs have been appropriated for Goals 2000 in FY 94, and funds will be available to states as early as July 1, 1994. The President has requested S700 million in FY 95 for Goals 2000, but the Congress has not completed action on appropriations for FY 95.

This summary outlines the major provisions of the ten titles of the law, with particular emphasis on the role of state education agencies. It is provided to inform members of state education agencies, governors offices, state legislators, local education officials, and interested persons about the opportunities and responsibilities under this Act.

*lnquiries about this summary should be addressed to Carnie Hayes or Sibyll Carnochan at (202) 336-7009.

Presidmt ALA!' D. MORGAI'. I'~", MellCo Supenntendcnl of Public Instruction • Presid~nt Elrct Jt:OITH A. BILLlSGS. \\:ashmgton Supenntendent of PublIC Instruction • Viet Presidmt WER~ER ROGERS . Geor~ta Supennlendent of Schools' DirKtors ROBERT E BART"t."~ . M,ssoun Commis,io~r of Educanon' JOHS A. BOSAIL"TO. South O~lota ~t~ of Educallon • BOB R. ETHERIDGE Sonh Carolina Supenntendent of Public Instruction' HE"RY R. ~IAROCKIE . West \ · or~,no3 Supenntendent of School; • WILLIAM T. RASO .... LL. Color.ldo Comm""oocr of Educallon • THO~AS SOBOL. Se'" ),or\; Comm,\s,oner of Educallon • E1KUtin DirKtor GOROO\ M. A~IBACH

Title I: National Education Goals

Codifies into law eight National Education Goals and their objectives. The goals state that, by the year 2000:

1) all children in America will be ready to learn; 2) the high school graduation rate will increase to at least 90 percent; 3) American students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, math, science, arts, foreign languages, history and geography, civics and government, and economics; 4) the Nation's teaching force will have access to programs for.the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century; 5)U.S. students will be first in the world in math and science achievement; 6) every American will be literate and will possess the knowledge and skills necessary to cot;npete in a global economy; 7) every school in America will be free of drugs, aJc6hol, and violence and will offer a disciplined en~ironment conducive to learning; 8) every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional and academic growth of children.

2 Title II: National Education Reform, Leadership, Standards, and Assessments

Establishes the National Education Goals Panel, the National Education Standards and Improvement Coup.ciI, the Opportunity-to-Learn Development Grant, and authorizes Assessment Development and Evaluation Grants, an evaluation of the NEGP and NESIC, and a Leadership in Educational Technology program.

A) National Education Goals Panel:

Responsibilities:

1) building a national consensus for education improvement; 2) reporting on progress toward achieving the National Education Goals; 3) reviewing (1) the criteria developed by the National Education Standards and Improvement Council to certify content and student perfonifan~~siandards, state assessments and opportunity­ to-learn standards; and (2) voluntary national content standards, voluntary national student performance standards and voluntary national opportunity-to-Iearn standards certified by such Council; with the option of disapproving such standards and criteria not later than 90 days after­ receipt from NESIC; 4) report to the President, the Secretary, and the Congress regarding progress toward achieving the goals; 5) report on state opportunity-to-Iearn standards and strategies and progress of states that are implementing such standards; 6) submit to the President nominations for appointment to NESIC; 7) report on promising or effective actions being taken at the national, state and local levels, and in the public and private sectors, to achieve the goals; 8) support the work of its Resource and Technical Planning Groups on School Readiness to improve the methods of assessing the readiness of children for school that would lead to alternatives to currently used early childhood assessments.

Membership:

Eighteen members, two appointed by the President, eight governors (three from the same Party as the President) appointed by the Chair of the National Governors' Association, four members of Congress appointed by the Majority and Minority Leaders of the Senate and House, and four members of state legislatures appointed by the President of the National Conference of State Legislatures (of whom two shall be from the same Party as the President). The Chair is appointed by the members of the Panel, and all members are eligible to be Chairman.

3 Authorization: $3 million in FY '94, and such sums for FYs '95-'98.

B) National Education Standards and Improvement Council:

Responsibilities:

a) Voluntary National Content Standards: Voluntary National Student Performance Standards:

1) NESIC, which may consult with outside experts, shall: a) identify areas in which voluntary national content standards should be developed; b) identify and develop criteria to be used for certifying voluntary national content and student performance standards, and forward such criteria to the Goals Panel for review (90 day disapproval by Goals Panel) prior to applying them; c) certify voluntary national content standards and voluntary national student performance standards and forward such voluntary national standards to the Goals Panel for review. (panel may disapprove within 90 days); and d) develop a process for periodically reviewing any standards that ha~e been certified. 2) The criteria developed shall address i) the extent to which the proposed standards are internationally competitive; ii) the extent to which the proposed standards reflect the best available knowledge; iii) the extent to which the proposed standards have been developed through an open and public process; 3) The Council shall work with groups that are working with developing standards. b) State Content Standards: State Student Performance Standards:

The Council may certify voluntary state or a group of states' content and student performance standards, if such standards are comparable or higher in rigor to the voluntary national standards. c) Voluntary Nati onal Opportunity-to-Learn Standards:

The Council, which may consult with outside experts, shall certify exemplary, volUI~ tary national opportunity-to-learn standards that will establish a basis for providing all students a fair opportunity to achieve the knowledge and skills described in the voluntary national content standards certified by the Council.

The OTL standards shall address-- the quality and availability of curricula, instructional materials, and technologies, including distance learning; the capability of teachers to provide high-quality instruction to meet diverse learning needs in each content area; the extent to which teachers, principals, and administrators have ready and continuing access to professional development, including the best knowledge about teaching, learning and school improvement; the extent to which curricula, instructional practices, and assessments are aligned to content standards; the extent to which school facilities provide a safe and secure learning environment for learning and instruction

4 and have the requisite libraries, laboratories, and other resources necessary to provide an opportunity to learn; the extent to which schools utilize policies, curricula, and instructional practices which . ensure nondiscrimination on the basis of gender; and other factors the Council deems appropriate.

, The Council shall also identify what other countries do to provide students opportunities to learn, and develop criteria to be used for certifying voluntary national opportunity-to-Iearn standards, and forward such criteria to the Goals Panel.

d) State Opportunity-to-Learn Standards:

The Council may certify a state's voluntarily-submitted OTL standards ;if they are of com.parable rigor to voluntary national OTL standards.

e) General Provision Regarding Voluntary National Standards:

The Council may certify voluntary national content, stUdent performance, and opportunity-to-Iearn standards if such standards are sufficiently general to be used by any state without restricting state and local control of curriculum and prerogatives regarding instructional methods to be employed.

f) Assessm ents :

1) The Council shall certify, for not more than 5 years, a state assessments presented on a voluntary_ basis if such assessments are aligned with the state's content standards that are certified by the Council. The Council shall develop, and not sooner than 3 years nor later than 4 years after the date of enactment of this Act, begin using criteria (to be submitted to the Goals Panel) for the certification of an assessment or a system of assessments in accordance with this subsection. When submitting assessments for certification, applicants shall submit 1) a description of the purposes for which the assessment has been designed; 2) the methodologies and process used to develop, select, validate, and use such assessments; and 3) a copy of the test instrument and other measures that will make up the system. An assessment certified by the Council shall not be used to make decisirns regarding graduation, grade promotion, or retention of students for a period of five years following the date of enactment of the Act.

Membership:

Nineteen !!lembers, 7 appointed by the President from among nominations received from the Secretary, and 4 appointed by the President from among nominations by the Speaker of the House of Representatives, 4 from nominations by the Majority Leader of the Senate, 4 from nominations by the National Education Goals Panel. The following categories will be represented:

• professional educators, including teachers and other school-based, state, and local professionals; • the public, including advocates or members of state and local school boards, civil rights and

5 disability groups, parents, civic leaders, and local and state education policy makers such as ~tate and local board members; • business and industry, organized labor, and postsecondary educational institutions; • education experts, including experts in measurement and assessment, curriculum, school flnance and equity, school reform.

Authorization: $3 million in FY '94 and such sums for FYs '95-'98. q Opportunity-to-Learn Development Grant:

The Secretary would be authorized to make one or more grants, on a competitive basis, to a consortium of individuals and organizations to develop voluntary national opportunity-to-Iearn standards, as described above. To the extent possible, the consortium should include state policy­ makers, such as governors, chief state school officers, state board members; local policy-makers and administrators, teachers, parents; representatives of business and regional accrediting associations; individuals with expertise in school flnance anq equity. and the education of at-risk students; curriculum and school reform experts; student and civil rights advocacy groups; representatives of higher education; and secondary school students. Any consortium competing for the grant must submit an application to the Secretary.

Authorization: $2 million in FY '94 and such sums for FYs '95-'98.

D) Assessment Development and Evaluation Grants:

The Secretary would be authorized to make grants to states and LEAs to help defray the cost of developing, field -testing, and evaluating systems of assessments that are aligned to state content standards certified, or potentially certifiable, by the Council.

An assessment, or systems of assessments, developed and evaluated with funds under this section may not be used for decisions about individual students relating to program placement, promotion, or retention, graduation, or employment for a period of five years from the date of enactment of this Act.

A portion of funds would be reserved for the development of assessments in languages other than English, and for students with disabilities.

Authorization: $5 million in FY '94 and such sums for FYs '95-'98.

6 E) Evaluation conducted by the National Academy of SCiences or the National Academy of ~ Education:

The Secretary would make a grant to the National Academy of Sciences or the National Academy ofEducation to conduct an evaluation of the work ofthe Goals Panel and NESIC, with a final report due to Congress by January 1, 1998.

Authorization: $500,000 from the Secretary's national leadership activities funds .

Leadership in Educational Technology:

This section would provide funds to the Secretary of Education to develop a long-range national plan to encourage the effective use oftechnology; to provide all students the opportunity to achieve standards; to provide assistance to states in the development of learning technologies; and to promote joint activities with other federal departments and agencies to promote the use of technology in education. The section would also create an office of Educational Technology in the Department of Education, administered by a Director.

Authorization: '"!'~._ ~-+ : ' $5 million in FY 95 and such sums in FYs 1996 through 1999.

Title ill: State and Local Education Systemic Improvement

Authorization: $400 million for FY '94 and such sums for FYs '95-'98.

Allocation:

Secretary:

• 1 percent of funds appropriated under the Act would be reserved for providing assistance, in amounts determined by the Secretary, to the outlying areas; and to benefit Indian students in schools operated or funded by the Bureau of Indian Affairs, and for assistance to Alaska natives;

• up to 5 percent would be available for national leadership activities and the cost of peer reviews of state improvement plans.

7 State Education Agencies:

• the remaining 94 percent of appropriated funds would be allocated to states that submit applications. Fifty percent offunds would be allocated according to amounts received under the preceding year's Chapter 1 grants and 50 percent would be allocated by the preceding year's Part A of the.Chapter 2 grants. The Secretary could reallot any unspent funds.

State Application:

First Year Application:

In the first year the application must:

1) address the process by which the SEA will develop a school improvement plan meeting the law's requirements; and 2) describe how the SEA will use funds received under this Title, including making sub grants to LEAs and how the state will use funds for education preservice programs and professional development activities. "':..'.~'" ;

Approval:

The Secretary will.approve the initial year application if the Secretary determines that it meets the­ requirements of the title and there is a substantial likelihood that the state will be able to develop and implement an education improvement plan that complies with the law.

Subsequent Applications:

For the second through fifth years, the application must:

1) include a copy ofthe state's improvement plan, developed by a state panel, and approved by the SEA. The SEA can revise the plan. Ifthe SEA makes changes to the plan, the SEA is required to send its version of the plan to the Secretary, with explanations of any changes, as well as the state panel's original version. Any components of the plan outside the jurisdiction of the SEA must have approval from the governor or the head of the relevant agency; and 2) describe how the SEA would use funds for activities under the plan and for grants to LEAs and for education preservice and professional development programs.

Approval:

The Secretary will approve the application if: it meets the requirements of the law; the state has made progress toward implementing its plan; the state will start implementing the plan no later than the end of the second year of participation; and the state improvement plan has been approved by the Secretary.

8 State Panel:

A state improvement plan would be developed by a broad-based panel in cooperation with the SEA and the governor. The governor and the chief state school officer would each appoint half of the members, and would jointly select the chair of the panel. The panel must be geographically representative and reflect the racial and ethnic diversity of the state's population and include: a) the governor and the chief state school officer, or their designees; b) the chair of the state board of education and the chairs of the appropriate authorizing committees of the state legislature, or their designees; c) teachers, principals, and administrators who have successfully improved student performance, and deans or senior administrators of a college, school, or department of education; d) representatives of teachers' organizations, parents, business and labor leaders, community­ based organizations, local boards of education, state and local officials responsible for health, social services, and other related services, including private and nonprofit elementary and secondary schools, local school board members, parents, tribal agencies where appropriate, representatives of urban and rural LEAs where appropriate, and others.

The panel would develop the state improvement :plan through a statewide, grassroots outreach process, which would include public hearings · involving educators, parents, local officials, community and business leaders, citizens, children's advocates, representatives of private, non-profit elementary and secondary schools, and others with a stake in the success of students, and who are_ representative of the diversity of the state and its student population. The SEA will monitor LEA progress and inform the panel of progress toward implementation of the state plan.

State Plan:

The state improvement plan shall establish:

1) Teaching. Learning. Standards. and Assessments : Each state plan shall include strategies for meeting the National Education Goals by improving teaching and learning, with broad-based and ongoing classroom teacher input, which shall include: a) a process for developing or adopting challenging content and student performance standards for all students; b) a process for developing and implementing valid, fair, nondiscriminatory and reliable assessments, which shall: be aligned with state content standards; involve multiple measures of student performance; provide for the participation in such assessments of all students with diverse learning needs and the adaptations and accommodations necessary to permit such participation; be consistent with relevant, nationally-recognized professional and technical standards for such assessments; be capable of providing coherent information about student attainments relative to the state content standards; and support effective curriculum; c) a process for aligning state or local curricula, instructional materials, and state assessments with the state content standards and state student performance standards; and

9 , .

d) a process for familiarizing teachers with the state content standards and state student performance standards and developing the capability of teachers to provide high quality instruction within the content areas;

These strategies may include: a) a process for providing assistance to LEAs and schools to provide all students the opportunity to meet standards; b) a process for developing or recommending instructional material~ and technology to assist LEAs and schools to help all students meet standards; c) assessing the effectiveness and equity of the school fmance program of the state to identify disparities in the resources available to each LEA and school in such state and how such disparities affect the ability of the SEA and LEAs to develop and implement plans under this title; d) a process for developing, selecting or recommending instructional materials, including gender equitable and multicultural materials, and technology to support and assist LEAs and schools to provide all students the opportunity to meet state content standards and state student performance standards; e) a process for providing appropriate and effi!Ctive professional development, including the use of technology , distance learning, and gender-equitable methods, necessary for teachers, school administrators, and others to help all students meet state content standards; and f) a process for improving the state's system of teacher and school administrator preparation and licensure and of continuing professional development programs.

2) Opportunity-to-Learn Standards or Strategies: Each state plan shall establish strategies for providing all students with an opportunity to learn. Such standards or strategies'shall include such factors as the state deems appropriate to ensure that all students receive a fair opportunity to achieve the knowledge and skills as described in state content standards and state student performance standards adopted by the state. Notwithstanding any other provision of this Act, the implementation ofopportunity-te-learn standards or strategies shall be voluntary on the part of the states, LEAs, and schools.

Nothing in this section shall be construed to mandate equalized spending per pupil for a state, LEA, or school; or mandate national school building standards for a state, LEA, or school.

3) Governance, Accountability and Management: Each state plan shall establish strategies for improved governance, accountability and management of the state's education system, such as : a) aligning responsibility, authority, and accountability throughout the education system, so that decisions regarding the means for achieving state content standards and state student performance standards are made closest to the learners; b) creating an integrated and coherent approach to recruiting; retaining and supporting the continued professional development of teachers (including vocational teachers), and other educators, giving special attention to the recruitment into and retention of qualified ' minorities in the education profession.

10 4) Parental and Community Support and Involvement: Each plan shall describe comprehensive strategies for how the SEA will involve parents and other community representatives in planning, designing, and implementing the state improvement plan, such as : a) focusing public and private community resources and public school resources on prevention and early intervention to address the needs of all students by identifying and removing unnecessary regulations and obstacles to coordination; b) increasing the access of all students to social services, health care, nutrition, related services and child care services, and locating such services in schools, cooperating services agencies, community-based centers, or other convenient sites designed to provide one-stop shopping for parents and students.

5) Making the Improvements System-Wide: Each plan shall describe strategies for ensuring that all LEAs and schools within the state are involved ID developing and implementing needed improvements within a specified period of time;

6) Bottom-Up Reform: Each plan shall describe strategies for ensuring that comprehensive, systemic reform is promoted from the bottom up in communities, LEAs, and schools;

7) Dropout Strategies: Each plan shall include strategies for assisting LEAs and schools to enable such agencies and schools to meet the needs of school-aged children who have dropped out of school; to bring such children into the education sy'stem; and to help such students meet state content standards and state student perfonnance standards;

8) Coordination with School-to-Work Programs: Each state plan, if the state receives federal assistance for school-to-work programs, shall include a description of how such school-to-work program will be incorporated in the school reform efforts of the state;

9) Benchmarks' and Timelines: Each state plan shall include specific ben.chmarks of improved student performance and of progress in implementing such plan, and timelines against which the progress of the state in carrying out such plan;

10) Integration with Perkins Act: Each state plan shall include strategies for coordinating the integration of academic and vocational instruction pursuant to the Perkins Act.

11) Monitoring Progress: Each state plan shall describe how the state will monitor progress toward implementing the plan; and procedures the state plans to use, consistent with state law, to improve schools that are not meeting the state content standards voluntarily adopted by the state within the established timeline.

Approval:

The Secretary would review each plan with the assistance and advice of a peer review panel of state

11 and local education policymakers, educators, classroom teachers, experts on educational innovation and improvement, and other appropriate individuals. The peer review group shall be representative ofthe United States' diversity. The review process must include at least one site visit to each state. Peer review and a site visit are not required in the first year a state participates. Amendments to a state plan shall be reviewed by the Secretary and peers, but a site visit will not be required for approval of amendments. The Secretary will approve a plan if it reflects a widespread commitment within the state and holds reasonable promise of helping all students. The Secretary may approve a state's previously-developed improvement plan if the Secretary deter:mines that such approval would further the state's progress toward meeting the state standards.

In-State Allocation and Use of Funds:

State Education Agency:

No more than 4 percent or $100,000 of a state's grant, whichever is greater, could be used for administrative expenses (the activities of the state panel would not be subject to this limit). SEAs must distribute funds in the following way: "f'::" ..~'"

• in Year 1 ofa state's participation, 60 percent offunds a SEA receives would be distributed in sub grants to a) LEAs and b) for professional development, if the amount allocated to states is greater than $50 million in any fiscal year. If that amount is less than $50 million ­ states would be permitted but not required to make subgrants. If more than $200 million is appropriated for the year in which a state first participates, a SEA would be required to distribute 75 percent offunds to LEAs and for professional development.

• in subsequent years, 90 percent of funds would be distributed in sub grants to LEAs and LEAIIHE consortia for professional development. The 10 percent SEA share would be used for implementing its state improvement plan.

• in each fiscal year, the SEA shall award at least 50 percent of LEA subgrant funds to LEAs that have a greater percentage or number of disadvantaged children than the statewide average percentage or number for all LEAS" in the state. \\'bere appropriate, at least 1 urban and 1 rural LEA will receive a sub grant. a) Local Education Agencies:

LEAs wishing to receive funds must submit an application to the SEA that is developed by a broad­ based local pane~ appointed by the LEA, which is representative of the diversity of the students and community and includes teachers, parents, school administrators, business representatives, and others. The LEA would be responsible for informing the LEA-appointed panel of progress toward reaching the goals of the local improvement plan.

12 . ..'"" ...... L...r\. " !-'!-' U ","llUU lll U;)L lll""UUC . . a) a comprehensive local plan for district-wide improvement that is consistent with the state's improvement plan; b) a description ofhow the LEA will encourage schools to develop plans; c) information about how the LEA will implement programs to ensure improvements in school readiness; d) a description of how funds will be used; and e) identification of any federal or state requirements that it might need waived to implement its plan.

LEAs must distribute funds in the following way:

• in year 1, up to 25 percent of funds could be used to develop a local improvement plan. 75 percent of funds would be distributed in subgrants to support individual school improvement initiatives toward providing all students in the school the opportunity to meet high academic standards. LEAs could use 5 percent for administration.

• in subsequent years, 85 percent of funds would be maqe available to individual schools;

• in any year, 50 percent of funds to individual schools would be made available to schools with a special need for such assistance, as indicated by a high number of percentage of students from low-income families, low student achievement, or other similar criteria developed by the LEA. The SEA may waive this provision is there are not enough schools that apply for the grant for the LEA to cOmply. b) Preservice Teacher Education and Professional Development Consortia:

SEAs would make competitive, peer-reviewed grants to LEAs or consortia of LEAs, IHEs, private nonprofit organizations, or combinations of these entities. To apply for grants, consortia must submit an application to the SEA that: describes how funds will be used to improve teacher preservice and school administrator education programs or to implement educator professional development activities consistent with the state plan; identifies the criteria to be used to judge improvements in preservice educatlon or the effects of professional development activities; and contains other information the SEA determines to be appropriate.

Grantees must use funds for activities supporting the improvement of preservice teacher education and school administrator programs so that educators are prepared to help all students reach challenging standards and the development and implementation of new forms of continuing and sustained professional development opportunities for educators.

Availability of Information and Training:

SEAs or LEAs using funds under this title must make information related to such goals, standards, materials, and assessments or systems available to private schools. Teacher and administrator training must be made available to private school professionals located in the geographical area

13 served by such agency, but may be waived if prohibited by state or local law.

Waivers of Statutory and Regulatory Requirements:

The Secretary may provide waivers for not more than four years for statutory and regulatory requirements for SEAs, LEAs, or schools. LEAs would submit waivers to SEAs, which then would submit approved applications for waivers t the Secretary. Waivers may be granted if the Secretary determines that the requirement would impede the ability of the stat~ or LEA to carry out the improvement plan. SEAs seeking waivers must also waive similar requirements of state law. SEAs must notify LEAs ofwaiver requests, provide LEAs with opportunity to comment on waiver request proposals, and submit LEA comments to the Secretary with the request. Waivers may be grarited for: Chapter 1 (including Even Start); Part A of Chapter 2; the Eisenhower Mathematics and Science Education Act; the Emergency Immigrant Education Act; the Drug-Free Schools and Communities Act; and the Perkins Vocational and Applied Technology Education Act.

Education Flexibility Partnership Demonstration Grant:

The Secretary is authorized to allow not more~tb-m 6 states to waive any statutory or regulatory requirement applicable to the above-listed programs for 5 years for such state or any LEA or school within such state. Each state education agency desiring to participate in the flexibility program shall submit an application to the Secretary.

Technical and Other Assistance Regarding School Finance Equity:

The Secretary is authorized to make grants to SEAs and other public and private agencies, institutions, and organizations to provide technical assistance to state and local educational agencies to assist such agencies in achieving a greater degree of equity in the distribution of frnancial resources for education among LEAs in the state.

National Leadership:

The Secretary is authorized: A) to provide technical assistance to states and LEAs and tribal agencies to support their progress toward their state and local plans or to support model projects to integrate multiple content standards; B) gather research on, disseminate data from, and evaluate systemic education improvement efforts;

The Secretary shall use not less than $1 million of the funds to replicate coordinated services programs that have been found to be successful in helping students and families and improving student outcomes, and shall disseminate information about such programs to schools that plan to develop coordinated services programs.

14 Assessments:

Assessments developed with funds under Title III may be used for graduation, grade promotion, or retention of students, only ifthe students assessed have been prepared in the content assessed ~

State Planning for Improving Student Achievement Through Integration of Technology Into The Curriculum:

The Secretary shall award grants to each SEA that requests a grant, to develop a systemic statewide plan to increase the use of state-of-the-art technologies that enhance elementary and secondary student learning and staff development in support of the National Education Goals and challenging standards.

Allocations:

Grants will be determined on the same basis as allotments are made to SEAs under Title III of this Act, except that ~such state shall receive at least 1.5% of the amount or $75,000, whichever is greater.

'-:.. Applications:

SEA plans under this part shall be developed by a task force and in collaboration with the governor, _ representatives of the state legislature, the state board, institutions of higher education, appropriate state agencies, LEAs, public and private telecommunication entities, parents, students, adult literacy providers, and leaders in the field of technology.

The plans shall identify and describe the requirements necessary for introducing technologies in the classroom, how the technologies will enhance student learning, how ongoing training of educational personnel will be provided, how statewide dissemination of exemplary programs will occur, a funding estimate, how the SEA will facilitate collaboration between the State Literacy Resource Centers, LEAs, and adult and family literacy providers, to ensure that technology can be used by adult and family literacy programs during and after school hours, and how the SEA will assess the impact of such a plan.

SEAs will submit a report to the Secretary within year after submission of the state plan, describing the state's progress, any revisions to the long-range plan, and the extent to which resources are distributed among schools to promote the state's strategies.

Authorization: $5 million for FY 94 and such sums as may be necessary for FY 95 .

15 State and Local Government Control of Education:

The purpose of this section is to ensure that the funds provided under this Act cannot be utilized by the federal government to contribute to an unfunded federal mandate. Nothing in this Act shall be construed to: mandate limitations or class size, federal teacher certification system, teacher instructional practices, equalized spending per pupil, national school building standards, curriculum content, for any state LEA, or school.

Title IV: Parental Assistance

The Secretary is authorized to make grants each year to private, non-profit organizations and non-profit organizations in conjunction with LEAs, to establish parental information and resource centers that provide training, information, and support to parents of children aged 0 to 5, parents of children enrolled in elementary and secondary schools, and to individuals who work with such parents.

Eligibility for Grants:

To receive a grant, a private, non-profit organization must: 1) be governed by a board of directors whose membership includes parents and education­ professionals with expertise in improving services for disadvantaged children, and which is representative of minority, low-income, and other individuals and groups with an interest in compensatory education and family literacy as members; 2) demonstrate the capacity to conduct effective training and information activities; and 3) have a board that meets quarterly.

Uses of Funds:

Funds may be used to: 1) provide parent training and information programs; 2) include state and local educational personnel to further the objective of the program.

National Activities:

The Secretary will provide technical assistance for the development and coordination of parent training and information programs and centers. After the establishment in each state of a parent training and information center, the Secretary shall provide for the establishment of 5 additional experimental centers, three in urban areas and two in rural areas where there are large concentrations of poverty.

16 Authorization: Such sums for FYs '95-'98 .

Title V: National Skills Standards Board

Establishes a National Skills Standards Board to serve as a catalyst to stimulate the development and adoption of a voluntary national system of skill standards and of assessment and certification of attainment of skills standards.

Responsibilities:

1) identifying broad clusters of major occupations; 2) establishment of voluntary partnerships to develop standards; 3) disseminating information about skill standards; 4) endorsJng skill standards systems; 5) working with NESIC to promote the coordination of the development of skill standards under this title with the development of content and perfonnance standards under Titl!! n of this Act; . . 6) making grants to voluntary partnerships to develop criteria for skill standards endorsement; 7) reporting to the President and Congress annually in FY 94 through FY 99.

All Federal or State anti-discrimination laws still apply.

Membership: .

Twenty-eight members, including the Secretaries of Education, Labor, and Commerce and the Chair ofNESIC, 8 representatives of business and industry, 8 representatives of organized labor, 2 neutral, qualified human resource professionals, and 6 representatives (one from each group) from education institutions, community-based organizations, state and local governments, and non-governmental organizations representing the rights of racial, ethnic, or religious minorities, women, persons with disabilities, or older persons.

Authorization: $15 million for FY '94 and such sums as necessary for FYs '95-'99.

Title VI: International Education Pro~ram

The Secretary, with the concurrence of the Director of the U. S. Infonnation Agency and with the foreign policy guidance of the Secretary of State, shall carry out an International Education'

17 .4 .. ...

Program that shall provide for the study of international education programs and delivery systems and an international education exchange program.

The program would be authQrized at SI 0 million in FY 95, and such sums as necessary for FY 96 though FY 99.

Title VIl: Safe Schools

This title authorizes S50 million in FY 94 for grants from the Secretary to eligible LEAs serving rural as well as urban areas for activities and projects designed to achieve Goals Six of the National Education Goals by helping to ensure that all schools are safe and free of violence.

Title VITI: l\Unority-Focused Civics Education

This title authorizes the Secretary to make grants to SEAs, !HE or a state higher education agency, or a public or private nonprofit or,g~~ation, with experience in coordinating or conducting teacher training seminars in Arrleri'can government and civics education, to encourage improved instruction for minorities and Native Americans in American government and civics through a national program of accredited summer teacher training and staff development seminars or institutes followed by academic year inservice training programs ­ conducted on college and university campuses or other appropriate sites for social studies and other teachers responsible for American history, government, and civics classes; and other educators who work with minority and Native America youth.

Title IX: Educational Research and Improvement

This title reauthorizes the Office of Educational Research and Improvement 1D the U.S. Department of Education.

Title X: Miscel1aneous

This title includes several special provisions and conditions related to other titles as follows:

The title states that no funds authorized to be appropriated under this Act may be used by any state of local educational agency to adopt policies that prevent voluntary prayer and meditation in public schools.

One provision states that it is the sense of the Congress that the federal government should provide states and communities with adequate resources under the Individuals with Disabilities

18 Education as soon as reasonably possible, through the reallocation of non-education funds within the current budget monetary constraints.

The title am.ends the Higher Education Act of 1965 to reauthorize the matching provision for funds for the federal share for the National Board for Professional Teaching Standards.

The title authorizes a study of students with disabilities under Goals 2000.

The title also includes amendments to the summer youth employment and training program, adding "academic enrichment" after "remedial education."

This title also amends the General Education Provisions Act to insert a "Protection of Pupil Rights" section, which states that all instructional materials, including teacher's manuals, films, tapes, or other supplementary material which will be used in connection with any survey, analysis, or evaluation as part of any applicable program shall be available for inspection by the parents or guardians of the children, and states that no child shall be required to provide certain information requested in such surveys.

It states that iffunds under Title II are used to develop assessments, the assessments may not be used for "high-stakes" purposes for five years after the. , ~ate of e,nactment of this Act. Funds under Title ill can be used for "high-stakes" purposes, only on the condition that students have been prepared in the content for which the students are being assessed.

The title amends ESEA to state that no funds shall be provided to any LEA under ESEA unless the district has in effect a policy requiring the expUlsion from school for a period of not less than one year of any student who is determined to have brought a weapon to a school under the district's jurisdiction exc~pt such policy may allow the chief administering officer of the agency to modify such expulsion requirement for a student on a case-by-case basis.

The title also states that after the date of the enactment of this Act, no person shall permit smoking within any indoor facility owned or leased or contracted for and used for provision of routine or regular kindergarten, elementary, or secondary education or library services to children. No person shall permit smoking within any indoor facility owned or leased or contracted for the provisions of regular or routine health care of day care or early childhood development (Head Stan) services to children or for the use of the employees of such person who provides such services.

The title authorizes $2.65 million for the Secretary to make grants to eligible entities to run Midnight Basketball League Training and Partnership Programs.

19 . --' . .

PRINCIPLES TO LINK BY

INTEGRATING

HEALTH AND

FOR CHILDREN, YOUTH, AND FAMILIES:

Systems that are Community-Based and School-Linked

DON'T JUST FI~ AROUND THE EDGES. BE BOLD.

WE MUST UNITE AROUND GOALS THAT INVOLVE

EVERYONE SO CHILDREN WILL HAVE A VOICE •••

JOYCELYN ELDERS, MD, US. SURGEON GENERAL AMERICAN ACADEMY OF PEDIATRICS • AMERICAN ACADEMY OF PEDIATRIC DENilSiRY • AMERICAN .£.,SSOCI ATION OF SCHOOL ADMI IV/, "'......

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, . ' . • i · The challenge is ID Iree Durselves IrfIm calegDricalprograms and Irealthe whDle child. . .. All DIyDU whD believe in these prDgrams must leH us what YDU have IDund in YDur cDmmunines thai will help us.

SEN. EDWARD KENNEDY (D-MASS.] CHAIRMAN,

SENATE EDUCATION AND LABOR COMMITTEE

How THE CONSENSUS agreement on common principles DEVELOPED about integrating their services. All of these groups ordinarily are Aware of these challenges, several not around the table together. national groups representing a Nonetheless, the issues are so cross-section of ed ucation , hea Ith, important and the timing so oppor­ human services, and child advocacy tune for profound changes that the decided to seek support for a partici pants came with a resolve national consensus-bu i Id i ng confer­ to take sign ificant action. They ence. Foundations and federal focused on four major areas for agencies responded favorably, and local, state, and federal action: invitations went out to a broad • Assuring effective services cross-section of about 50 groups­ pu bl ic as well as private - to meet, • Building capacities for commun ities to conduct needs share their views, and come to an assessments and evaluations

TERRy K. PEn:l\sON • In itiati ng more collaborative Counselor to the 5ecntary, funding practices Us. Department 01 Education • Expanding or developing structures for integrated services

"'lIpl. an ,..lId, III think big. Th., an nlll ti.d III clIl.gllrkal pmgrams... Bul if yrlU wllnl p.llpl. III b. cllm/llrtalli. with Baibili~ yrlU hav. III as5Un th.m thaI th., will b. indud.d, thlllth., will hav. a 5.al·al th. lalIl•.

OLMA GOLDEN, COMMISSIONER ADMINISTRATION FOR CHILDREN, YOUTH, AND FAMILIES The big chaHenge is ping III be IlIr cllmmunities III ml acrllss the lines III diversity and the lines III disciplines in IIrder III bring pellple Illgether III develllp' plans thaI address the lives III children and lamilies as a whllle.

JANET RENO, U.S. ATTORNEY GENERAL

Those at the consensus-building THE NEXT STEPS conference drew from their own evolving experiences with collabora­ The principles speak to all levels tion as well as commissioned papers of governance. Informed and prepared by experts in each of the thoughtful state and community four areas . They listened to the opin­ policies are as essential as federal ions and advice of Administration efforts to ensure that integration of officials and members of Congress services takes place and stays from both parties . Finally, they focused on better outcomes for agreed upon 31 principles to guide children and families. efforts under the four priorities. It is hoped that the principles Within a few weeks, the principles become a vital part of decisionmak­ were shared with Congress. Because ing in communities throughout the of impending legislation, it is impor­ nation and in every state. Agreement tant for Congressional members and on the principles was just the staffs to be aware that many diverse first step. In coming months the grou ps now su pport the infusion of principles will be used to provoke new ways of worki ng together serious discussions about how throughout the many federal policies to integrate services wisely and and programs affecting children and effectively whenever and wherever their families. the well-being of children and fami­ lies is being considered. Ultimately, the principles should lead to much We have an historic opportunity to make better results from existing and integrated services part 01 the nlomrs future resources available to educate, 01 education, weYan, and health care. ensure the health of, and support children, youth, and families. ROBERT F. ST. PETER, MD, PUBLIC HEALTH SERVICE Our Jlragrams WIIrk b.caus. th., inVIII"" Jlarents and th., have th. lull clIlIJleratilln III Schllllls and lither ag.ncies.

REP. CHRISTOPHER BOND (R-Mol

SPEAKING ABOUT EARLY INTERVENTION PROGRAMS IN MISSOURI

NEXT ON AGENDAS are urgent. The most important use of the principles may be to expedite All of the principles are important, the necessary process of ensuring and they are interdependent. that policies and programs are Pol icymakers may prefer to develop organized to significantly improve the priorities, but they need to keep in outcomes for children and families. mind the common themes expressed Ultimately, it is everyone working throughout the principles, namely, together - from the families receiving that the integration of services health , education, and social ser­ should be: vices to policymakers at the highest levels - that will bring about the • Developed, implemented, and needed revolution in supports for evaluated by communities children, youth, and families. • Family-centered and oriented The principles provide an to the diverse needs of people, not of institutions essential-and immediate -guide for that very important process. • Prevention-focused and comprehensive

While the principles can provide cohesion to efforts at integrating services, they do not suggest a single model. They represent consensus around a set of values that strength­ en the individual visions and efforts of communities and states. There is, however, a single fact facing all those who make or carry Abaw J.1t: ~ Lynn C. out policies for delivering education, WDGJ.y {1J-Ca.] and Dr. &tty w-, Prwidmt aI1M Am.rU:.n N:.dmlY health, and human services. It is aI PHUtncs. Abcm: u.s. Surpm s.n.r.J Joc.Jyn E1d.rs that the needs of children and families PRINCIPLES TO LINK BY Integrated Service Systems that are Community-Based and School-Linked - .. --..-" Introduction The changing environment for growing up in America is unprecedented and in many ways irreversible. Children, youth , and families cannot expect to return to simpler times, However, they should be able to depend upon the vast human services systems that exist to ensure their well being working together efficiently, effectively, and humanely. The leadership of these various systems-education, health, social and other human services- is taking significant steps to make that happen. Concerned and committed people at federal, state, and local levels are endeavoring to create comprehensive support for every child and young person. Gaps persist, but the will is there to make systems work better and work together.

Emerging out of these experiences are some common principles, If they could underlie services in every context and in every place, they would strengthen individual services and help create the seamless, nurturing environment for growing up that our children and families need . The principles are sound . They are based on knowledge gained from many efforts underway. They do more than just spell out new ways of conducting business in most of our institutions. They would require a transformation in how professionals, agencies, and organizations relate to children and families.

Certainly, we do not propose a single model. Our consensus is around a set of values and principles that strengthen the individual visions and efforts of communities and states across the country. At the same time, implementing the principles in any situation will not be easy. It will require extensive commitment of time, effort, and resources.

Most definitely, however, we cannot tolerate any delay. The needs are too great and the opportunities for change unparalleled. The leadership of groups committed to the well-being of our young has come together and reached an important consensus. Policymakers at all levels should keep the momentum going and use these principles as tools for reforms. We all want our children to have the best. We have the capacity to create the best. We need support for that goal.

e ­ f) Basic El8mnts af Pr.YII1Itin Slrat.giII. and Eff.diva SBI'Vic•• •

The myriad problems surrounding ch ildren , youth, and families today need not overwhelm them. There are a number of successful interventions through and across health systems, early intervention programs, schools and preschools, social services, child care , and income supports. These interventions tell us a lot about what works effectively.

Services should be community-based and community-delivered.

The needs of ch ildren, youth, and families can vary dramatically from community to commun ity , and the definitio(1 of "community· itself should not be bound by geography or politics. Similarly, communities have different strengths and resources for meeting their needs. Services and support programs, therefore, should be locally • planned , operated, and evaluated with broad publ ic and private community involvement. Moreover, families and youth always should be essential partners with professiona ls in planning and implementing services.

Services should be family-centered; driven by the needs of children, youth, and families; and built on strengths.

All too often , education , health, and social services fall short of their goals because . f" they are designed for bureaucratic needs rather than family needs. Together, families (and where appropriate, young people themselves) and providers must be able to construct services that are welcomed by families, support their independence, and strengthen their community ties . Given adequate tools and information, they can make ioformed decisions . The service systems should ensure that fam ilies have opportunities to partiCipate in decisions with them in meaningful ways.

Needed services should be available and accessible to all in a variety of settings, using a combination of public, private, community and personal resources.

Children, youth, and families in need are everywhere. Improved, committed services systems should exist in all communities, providing high-quality education, health, . social , fam ily support, and other services to all who need them. Many of the neces­ sary services do not currently exist in some communities, and action should be taken to make them available. Continuity of services should be maintained.

Services should be culturally competent.

In some localities, providers and those they serve do not share common back­ grounds and/or experiences; services or styles or provisions may be valued by some but ineffective and offensive to others. Programs and staff should be responsive to the needs of ind ividuals with disabilities and of culturally, ethnically, linguistically, and economically diverse populations. Services should focus on primary prevention, early intervention, and strengthening the ability of children, youth, and families to help themselves.

This often will avert interventions that are more complex, problematic, and expensive. All ch ildren and youth are less likely to have serious problems if they receive a high­ quality education ; varied opportunities for growth and development; a consistent - source of preventive and primary care; and , when needed, fam ily support and early intervention .

Services should be comprehensive, and a continuum of services should be available.

Children, youth , and fami lies with numerous problems need support and assistance in a variety of contexts. Addressing education or behavior problems without attending to fam ily or health problems is seldom effective. Individualized, inclusive services should be developed . These should be intensive for seriously vulnerable families. Round-the-clock coverage should be ava ilable in emergency situations.

Services should be flexible.

Adherence to rigid requirements Significantly decreases the ability to be effective. Services should be adapted to individual circumstances and provided at convenient times and places. Agency personnel shou ld allow discretion for those in direct contact with children and fam ilies . With increased flexibility, however, comes accountability for results based on the goa ls of the different agencies/organizations and individuals involved .

Public, private and community services should be coordinated, integrated, and collaboratively delivered.

Comprehensive services cannot be effectively delivered in piecemeal fashion. Th is means new roles for professionals. In addition to carrying out responsibilities within their own organizations and professions, staff should be able to collaborate effectively with others across programs and disciplines.

g. Services should be of high quality and (f developmentally appropriate.

To ensure the highest standardS of service, accountability systems keyed to desired outcomes should be in place. Staff should be well trained , fully qualified, and know how to work effectively with children, youth, and families.

@ Services should be cost-eHective. Resources are too scarce to be Invested when they cannot be effective and efficient. s Resources must be focused on programs with a high likelihood of demonstrably enhanCing life prospects of children, youth. and families. U The Kale af Financing 11

Financing strongly Influences the scope, characteristics, and effectiveness of services and support available to children, youth, and families. Current financing patterns erect major barriers to coherent and comprehensive services. Changes in financing work only when accompanied by changes in the way services are planned, organized, and delivered; staff are prepared and supported ; governance mechanisms are structured; and perhaps most importan t. accountability is ensured .

Two pMorities should guide funding policies-a focus on achieving desired results and greater flexibility in how dollars are used to accomplish them.

This means budget strategies should link the allocation of resources to those invest­ ments that will achieve objectives. Also, investments should be made in developing • community capacities to set and measure results and evaluate the quality of services, Finally, governance changes will be needed to allow regular, ongoing assessment of results that cut across service boundaries .

States and communities should have greater flexibility in using categorical funds.

Administrative requirements should be sim plified to allow pooling of funds, joint operation of programs, and greater discretion to those who work directly with children, youth, and families.

Stable and adequate funding should be available to support collaboration, particularly the infrastructures needed for effective services.

Investments should be made in: information systems, monitoring and evaluation , facilities and equipment, training (including interdisciplinary training), technical assistance, technological applications, and administrative support .

.4i' Funding should promote intra-agency, interagency , -!./ and inter-system decisionmaking.

At the federal, state, and especially community levels, funding policies should strongly encourage shared decision making about the allocation of dollars to child and family programs without being prescriptive. There should be a resource plan that tracks all funding going to children, youth, and fami lies. Individual funding decisions should take this overall picture into account. •

• Dollars gained by increased efficiency and expenditures on prevention and early intervention should be invested to further expand prevention and early intervention.

Preventive and early intervention services can avoid the need for expensive, crisis­ oriented solutions. More efficient delivery of services also-.can produce such savings. - In many instances, the savings are considerable and can be quantified. Funding should protect vulnerable populations.

All funding decisions must preserve and strengthen concerns for equity with firm expectations that certain populations will be adequately served. This assurance need not be as prescriptive as current categorical restrictions. Priorities can be established without rigidly prescribing the services to be provided or the populations to be targeted .

w ~

() Th. Kala al ru.... AII•••smanl and Program Evaluatian

Communities should conduct comprehensive needs assessments to assure that their services are based upon documented needs, fill gaps in services, and draw from community strengths and ava ilable resources. Such assessments also should evaluate short- and long-term impacts . Th is community-based approach to determining what needs to be done is now a major focus of federal, state, and private funders and should also be a priority for communities sincerely committed to better results for children , youth , and families. However, this strategy would be a significant change from business as usual in many communities.

Needs assessment, program development, and evaluation should be part of an ongoing process.

ConSistent, reliable information will help communities monitor progress toward common goals and improve their services because they will be able to make u . informed midcourse changes.

Needs assessment and program evaluation should be tailored to each community and shaped by community members.

These important strategies should involve representative and highly creditable community members, includ ing families, public and private agencies, professional associations, those working directly with families (including professionals in independent practice), community-based organizations. businesses, and elected and appOinted officials . Assessments and evaluations should keep the welfare of children T , and families as th eir focus. Needs assessment should focus on community strengths and available resources, as well as needs and service gaps. ­ All these should be included as communities consider the results they want and for which they are willing to be held accountable.

Needs assessment and program evaluation should give - communities the infonnation they need to meet their objectives.

Developing community capacity for self-assessments will improve ongoing interventions and help ensure buy-in. In addition, communities must work closely with external evaluators to ensure that evaluations are useful, defensible, and reflect - real istic time frames.

Funding from alliavels and sources, private as well as public, should balance accountability with the need - to encourage service innovation

Accountability systems should not unfairly pena li ze communities, distort their program activities , or inh ibit them in other ways from pioneering new ways of delivering services. Similarly, funders should not pressure communities prematurely - to achieve resu lts . Success will depend upon available resources and sufficient time to test. measure, and refine the interventions .

Federal and state agencies should establish unifonn reporting - requiramants and standardize their data definitions.

These steps would faci litate eva luation of integrated services and increase the comparability of evaluations across sites, states, and agencies. Another result wou ld be insights as to how successful programs could be adapted to other settings. -

To support change, inYastmants should be made in multiple strategies for needs assessmant and program avaluation - Using a variety of well-designed approaches compensates for limitations inherent in anyone. In addition, current strategies are not sufficient to assess the effectiveness of integrated services. New systems need new approaches. Th is may requ ire investing in new and innovative technologies . - Communities should receive technical and financial support in assessing needs and measuring progress. To date, the complexity of conducting research on integrated services has prevented - full assessment of many efforts. Most communities will only be able to take on these tasks if they have adequate data , resources, and comprehensive techn ical assistance. This investment should be a priority even in light of the decreasing resources avai lable for services delivery. - () The Imparlanc. af Stranger Strw:tures far Caardinatian

Creating a comprehensive system of services for children, youth, and families requires coordinating structures that cut across service sectors, agencies, and programs. Such structures are now evolving. They range from informal to legally established organizations, from entities created through memoranda of agreement to - those sanctioned by key governmental bodies. Serving as intermediary organizations, they facilitate and negotiate relationships among public, private, and community agencies and independent practitioners. Their aim is to assure a full spectrum of effective and high-quality services that sustain children, youth, and families. Their effectiveness will depend upon their ability to create genuine collaboration among service systems.

() Coordinating structures should be collaborative. For the coordinating structure to function as a cohesive force, the leadership of all service systems should agree to develop and pursue a shared vision and common goals ; share resources, responsibility and accountability; and use their personal and institutional power to change their systems and increase overall community support for children , youth , and families.

Coordinating structures should be community based and reflect the diversity and uniqueness of the community.

To be credible and legitimate, the coordinating structure should reflect the racial ,

t · ethnic. income, gender, and age characteristics of the community and of those who benefit from services. At a minimum, its members should inClude representatives of families, public and private agencies, those with disabling conditions, professional associations, those working directly with families (including professionals in independent practice), community-based organizations, businesses, and appointed and elected officials.

Coordinating structures should be ampowerad to guide systems change and assure collaboration.

An effective coordinating structure should have the legitimacy and authority to make decisions that cut across existing service systems. If they are to be durable and sustainable, coordinating structures should also have a strong mandate from public and private service providers and political bodies to plan and implement changes in how services are delivered. These might include, for example, school boards, county government, city government, states, profeSSional associations, and United Way. Such a mandate should include significant influence over the use of resources within a community but does not necessarily include direct authority over resources under the control of other governmental structures. (The latter step would reach beyond issues of coordination and collaboration to a fundamental reorganization of state and local governance. as well as changes in federal law.) A coordinating structure with the formal sanction of established governance structures has the greatest potential to establish its credibility, obtain the desired results, and sustain itself over time. . .

,~ Coordinating structures should have flexibility in defining \oL., geographic boundaries and institutional relationships.

Where the state has responsibility for service delivery, it should work with communities to define geographic areas that make sense. Furthermore, communities should have flexibility to sort out the relationships among the numerous collaborative and established governance structures in their localities.

Coo~ting structures should establish and maintain a results-based accountability system. • If systemic changes in the way services are planned, organized, and delivered are to be effective and durable, all public and private service providers must be accountable for achieving specified-and shared-results. They should agree on how their collaborative as well as individual efforts will be measured .

Coordinating structures should be encouraged without prescribing a specific structure or authority.

Each one will develop on a different timetable and to meet unique needs. Therefore, the structures will rely on different blueprints, although they should incorporate the other principles described in this document.

Federal and state levels should model collaboration • that supports community efforts.

Collaboration should be a priority at all levels of governance. Such collaboration is necessary so that individuals and agencies have an easily recognizable contact point at the state and federal level for information and technical assistance.

Federal and state policies should provide incentives that encourage collaboration among public, privatI, and community agancias. •

External incentives often are needed to give communities the needed resources, tools, and focus that will help their various service systems begin to build sustainable collaborative structures. These could be waivers that remove barriers to collaboration and/or grants to support collaborative initiatives.

• A D Hac waRlllNB IRau. aN INTIIRATID SERVICES

The National Consensus Building Conference on School-linked Integrated Service Systems and the development of the final report have been made possible through generous support from the following organizations:

Centen for Di~ea~e Control and Prevention

[UJin~ marion Kauffman foundation maternal and Child Health Bureau U.S. Department of Hea lth and Human Services

~tuart foundatiom

e r" T"' ; " ~~~ . ,, ~ "6_ . t.lW ~ ,,; t .. dnn N"rth • Wac:h inatnn DC 20005 • Tel : 202-347-8600 NASBE NATIONALif' ASSOCIATION"I""'i OF STAle BOARDS OF ED UCATION POLICY UPDATE

Vol. 2, No. 12 A Publication of the POLICY INFORMA nON CLEARINGHOUSE June 199 EDUCATION &HEALTH COLLABORATION FOR HIV PREVENTION

Good examples of Education Departments and Health Departments coordinating their efforts to prevent HIV infection among youth are difficult to find. The absence of comprehensive plans, consistent messages, and a smooth network of programs and services inhibits the effectiveness of both departments' efforts. For instance, the general absence of targeted HIV counseling and testing programs for adolescents who are concerned that their behavior puts them at risk for HIV represents a missed opportunity for prevention educaton.

Recently, however, a window of opportunity has opened for building linkages that could make both agencies' efforts to prevent HIV infection more effective. For the first time, health departments are being required to develop their HIV prevention plans with direct community input. Education departments are listed as an element of the commu­ nity that ought to be involved. Background

Today millions of young people are at risk of becoming infected with HIV, and education remains the only real tool we have for fighting the spread of this disease. Some 20% of all AIDS cases have been people in their twenties at the time of diagnosis. Since observable symptoms of AIDS often take an average of ten years to appear, public health experts believe that most of these young people became infected with HIV when they were still adolescents. Plus, more than 1,200 teenagers have developed symptoms of full-blown AIDS before turning 20. Some areas of the country have particularly high adolescent infection rates, especially low income urban areas. A study released in 1993 credibly estimated that 1 in 40 young men aged 18 and 19 years old in the District of Columbia are infected. Among Job Corps applicants between 1987-90, more girls than boys in the 16-18 age group were found to be infected. The rate of HIV infection among adolescents has been rising quickly.

The behaviors of many of today's teens put them at high risk of contracting HIV. Recent surveys have found that 39% of the nation's ninth-graders have engaged in sexual intercourse. Nearly 20% of highschool students (all grades) have had four or more sexual partners. Every year, three million teens-one out of every six-are infected with a sexually-transmitted disease.

WHAT Is THE NEW PLANNING PROCESS? The Centers for Disease Control and Prevention (CDC) have established a new community-oriented process for planning how best to prevent HIV infection. This is in response to much criticism that federal, state and local HIV prevention efforts have not reached communities with the greatest need for effective programs . Effective January 1994, state, territorial, and local health departments must adhere to community planning guidelines in applying for and implementing CDC-funded programs. The guidelines require an ongoing process whereby health departments share the responsibilities for developing and implementing need-based, region-wide prevention plans in collaboration with IIIV Prevention Community Planning Groups. The guidelines apply to funds that are granted to health departments for counseling, testing, health education, risk reduction, minority initiatives, and outreach to substance users .

HIV Prevention Community Planning Groups, at least one per state, could include representatives from education, as well as including other state/local agencies, community-based and non-governmental organizations, and representa­ tives from communities impacted by the HIV epidemic. In addition. Community Planning Groups must reflect the current and projected trends of HIV infection within their states or regions. The participatory process has been de­ signed to ensure that prevention programs are coordinated and responsive to high priority, community-validated needs of populations most affected by HIV. The fear is that, otherwise, programs developed without community collabora­ tion will fail to prevent the spread of HIV or gamer the levels of public support needed for effective implementation. WHY SHOULD BoARD MEMBERS AND OTHER EDUCATORS BE INVOLVED? The new planning process offers the prospect of improving efforts to prevent HIV infection among school-aged youth through forging links among education, health, and community agencies and organizations. Consistent messages across these groups are more likely to earn credibility with youth and be effective at reinforcing risk-avoiding behaviors. And, the community perspective and feedback gained through the process could help to assess and improve school-based prevention efforts.

State Board Involvement: Many educators and public policy analysts believe that collaboration is the only way to ensure the effectiveness ofprograms that serve young people. The HIV Prevention Community Planning Groups represent a classic opportunity for such mutual involvement. Boards may want to ask staff to I) report on the progress ofthe community planning process across their states with respect to the participation ofeducators and 2) monitor the planning groups' activities in light ofthe SEA's own HIV education efforts.

Individual Involvement: While health departments could include education officials in the HIV Prevention Community Planning Groups, they have considerable flexibility in developing criteria for nominating, selecting and appointing members. They can use existing prevention advisory panels, create new planning structures, or use existing planning councils established for the Ryan White Care Act. Interested board members and other educators should call the AIDS Director within their state or territorial health department for more information about appointment procedures.

Issues to Consider * This new participatory process is likely to attract passionate and vocal people representing various points of view. The concerns and viewpoints of youth can be easily overlooked in highly-charged deliberations that are necessarily political. As of May 1994 only 52 % of Community Planning Groups included a person under 21 . When determin­ ing priorities, it is possible that a planning group could minimize the importance of targeting prevention efforts on children and youth, or could underestimate the role that schools play in the lives of adolescents. * There is a widely held belief that youth at highest risk for HIV infection are those who have dropped out of school, and therefore resources should be primarily focused on community-based programs. The reality, however, is that youth at high risk of infection are found in a variety of settings including schools. Many homeless and runaway youth do attend school. The HIV Prevention Community Planning process offers the opportunity to develop and coordinate a continuum of education and prevention interventions for youth across all the settings in which they live and interact. * This process offers an opportunity to develop a spectrum of prevention strategies for youth that take different approaches but are nevertheless complementary. In addition, cooperation between health and education agencies could help defuse some opposition to HIV prevention programs in schools. * Whether or not school officials become actively involved, program changes made by the new community planning process are likely to affect school-based prevention efforts.

Resources

Copies of"HI V Prevention Community Planning Initiative Guidelines" are available from Carlos Vega-Matos at NASBE, (703) 684-4000. The staff ofNASBE's HIV Prevention Through Healthy Schools Project can provide comprehensive assistance and advice on a wide range ofpolicy issues. Nine organizations have been granted funding from CDC to provide technical assistance on the HIV Prevention Community Planning Initiative:

Academy for Educational Development: Coralee HotTman at (202) 884-8700 Council ofState and Territorial Epidemiologists: Willis Forrester at (404) 982-0878 National Alliance ofState and Territorial AIDS Directors: Lynne Greabell at (202) 434-8090 National Association of People with AIDS: Chistina Lewis at (202) 898-04 I 4 ext. 15 National Council of LaRaza: Frank Beadle de Palomo at (202) 289-1380 National Minority AIDS Council: Manuel Magaz at (202) 544-1076 National Native American AIDS Prevention Center: Vince Sanabria at (510) 444-2051 National Organization ofBlack County Officials: Natalie Jones at (202) 347-6953 United States-Mexico Border Health Association: Mary Sanchez-Baine at (915) 581-6645

POUCYUPDA1ES are published by the Policy Information Oearinghouse, developed and produced at the NASBE National Association of State Boards of Education, 1012 CameronSt,Alexandria. VA 22314 (703) 684-4

P 0 SIT ION S TAT E MEN r

(Adopted by the 1992 Board of Directors) COMPREHENSIVE SCHOOL HEALTH PROGRAMS

National PTA believes that health is based on the q~ality of lit: of the whole child - emotional, intellectual, physical, social and spiritual. All elements must be considered before ooti~u~ health can exist. .

National PTA recognizes ~hat: * Social changes have produced major health problems among our children that have directly impacted on school and their ability to educate:

academic achievement and student self-es~eem and Nell-being are inextricably intertwined: responsibility for the emotional, intellectual, physical and social health of children is that of the whole community and of all its institutions; and * that, after the home, the school is often best positioned to serve as the community's center for meeting the needs of the whole child. National PTA believes that a comprehensive school health program, encompassing health education, health services and healthy school environment includes the following components: Philosophy and goals established by local school boards in partnership with parents, students, educators, community health care providers and others, and includes the development, implementation and evaluation of a comprehensive school health pr09ram. Health services that appropriately reflect the educational and community commitment to address identified health problems that limit students abilities to learn. Health curriculum that is comprehensive sequentially developed, age and culturally appropriate, reflects current health issues of the community, and is taught by educators qualified to present health instruction. The curriculum and instruction program I should include the following content ar.a.: accident prev.ntion and safety, nutrition, community heal~~, personal health, consumer health, environmental health, substance use and abuse family life education, mental and .motional health and prevention and control of disease. Healthy school environment that demonst=ate care tor physical faciliti.s, stress the importance of positive ~ental h.alt~ and emotional cli:ates within the school setting, and ensure the physical saf.ty of the students and staff. Integrated school and community health prOMotion .fforts that acknowledge the shared responsibility for student h.alth with the home, public and private h.alth car. systems, law enforcement and justic. systems, government, environmental agencies, business, religious organizationa, civic groups and the media. Physical education programs that promote lifelong physical activities and fitness, higher order cognitiv. and atf.ctive objectives, and health-related fitness testing. Food service programs that refl.ct the .thnic and cultural diversity of stud.nts and staff, encourage and promote the health and well-being of students through the .erving of nutritionally adequate quality meals, and provide a program of nutrition education. School counselors who work with studenta, families and school personnel in the ar.as of emotional, .mental and social growth and development; and collaborate with community professionals in order to serve the whole child.

School nurs.s who serve as the primary h.al~~ care provider for students in the school setting and a source of info~ation and support for students, families and staff within the school community. School-site health promotion programs for faculty and staff that include wellness components which will increa.e job satisfaction, morale and a healthy quality of life. National PTA believe. that comprehensive school health programs are an ••••ntial link in the health education/health care chain. In order to tultill the responsibility of otferinq educational opportunity to all children, we need to recoqnize and deal with their health n.eda •• they impact on our schools. Theretore, schools must form partnership. with par.nts and the community in order to provide effective, comprehensive school health programs. NAilONAl FTA 700 I'..IC)j:m",c ~~5M STA£ET Cl-llCAGO. ILLINOcS 606' 1 ' 2~ 7' (312) 787-0;77

RESOLUTION

(Adqrt:ed by the 1987 convention delegates)

somL-8t\SED HFALlH CARE CI..lNICS

~, One of the objects of tbe PtA is to develop between education and the general public such united efforts as will SEO.lre for all children an:l youth the highest advantages in physical, mental , scx::ial, and spiritual education; and

~, School-basEd health-care clients natia'1Wide provide services relatin; to students' }:hysical, mental, and social ~fare , inclur::ii.rq family planni.rg infonnation; ani

~, Human Grc:1.ofth and develc:ptent is part of numerous school curricula, presently in lace in trany sdlools offerinq general health-care infonatioo to students, in::lu:tin; sex edlJcatioo; ani

\IHERFAS, According to natia'lal statistics, 1.1 million ~ became pregnant in the united states in 1985; and

~, 'Ihere is a lack of defir.itive infonnation available as to \rtlether sdlool-basej heal.th-care clinics redI.x2 the number of .teen pregnanei_ and further infct'Ttk1tion is Meded to help parents an::! CXJ'lITI..1nities readl informed decisialS, and

lrIiERFAS, 'lbere is a CJrC'ooIln; cxn:::am that liabiity respalSibUity of sc:tlool-bu=ed health-care clinics, relatin; to sx:h t.hin:;s as treatment, cx:ungelin;, and perscnal o:::n;ent fcmD5, therefore be it

Resolyed, '!bat the NatiaW. ptA make available to its CXI1Stituent bcx:lies research studies CI'l sc:hool-based health-care clinics that provide infornnation C%l the effectiveness of these clinicsI and be it further

'!bat the National ptA am its cxnstitutent bodies urge scb.::lol boards a:nsiderirq the establishment of sdlcol-based health­ care clinics to create advisory cx::mnittees CUlicsed of health .care specialists, sc:hool admini.strat.ors, t.eadlers, c::o.znselors, Pm z:epIesentatives, parents, sb.Xients an:! CXIII'Illnity rep' B5 entatives in order to det:emine the feasibility ani desirabUity of sdlOOl-based clinics; and be it further

P.esolvEd, '!hat sudl advisoIy cxmnittees be marx3ated to lID\itor ar.j report to the sdlool lx:ard CI'l a re;ular basis c::cncern.in; existin:I school-besed health-c:are clinics.

II

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UO'.J~V O~ JJD~ V SlOOq3S Aqllvag 'sa,nmvJI Aqllv3g SUMMIT ON SCHOOL-LINKED HEALTH SERVICES Joan Y. Harris MD Health Resources Planning Commissi( William Donald Schaefer, Governor B

David A. C. Carroll Mary Ann Willin Saar Secretary, Maryland Department ofthe Envirorunent Secretary, Maryland Department ofJuvenile Services Luther Starnes Nelson Sabatini Secretary, Maryland Department ofHuman Secretary, Department ofHealth and Mental Resources Hygiene Nancy S. Grasmick Mark L. Wasserman State Superintendent ofSchools, Maryland State Secretary, Department ofEmployment and Economic Department ofEducation, and Special Secretary for Development Children, Youth and Families, OfflCe ofthe Governor