DOCUMENT RESUME

ED 363 438PS 021 900

TITLE Sticking Together II: Strengthening Linkages and the

Transition between Early Childhood Education and

Early Elementary School. Summary of tht. National

Policy Forum (2nd, Washington, D.C., November 5-6,

1992).

INSTITUTIONAdministration for Children, Youth, and Families

(DHHS), Washington, D.C.; Office of Educational

Research and Improvement (ED), Washington, DC.;

Office of Educational Research and Improvement (ED),

Washington, DC. Programs for the Improvement of

Practice.; Office of Elementary and Secondary

Education (ED), Washington, DC.

REPORT NO ISBN-0-16-042937-4; PIP-93-1112

PUB DATE Oct 93

NOTE 48p.; For First National Policy Forum, see ED 351

152. Additional support for the Forum was provided by

the National Head Start Association and Gryphon House

Early Childhood Book Collection.

AVAILABLE FROM U.S. Government Printing Office, Superintendent of

Documents, Mail Stop: SSOP, Washington, DC

20402-9328.

PUB TYPE Collected Works Conference Proceedings (021)

EDRS PRICE MF01/PCO2 Plus Postage.

DESCRIPTORS *Educational Policy; *Family School Relationship;

Parent Participation;*Preschool Education; Primary

Education; School Readiness; *Student Adjustment;

*Transitional Programs

IDENTIFIERS America 2000; *Linkage; National Education Goals

1990; *Project Head Start; Regional Educational

Laboratories

ABSTRACTThis document summarizes

presentations made at a

national policy forum concerning children's transition from home and

preschool to the first years of elementary school. Opening remarks

from representatives of the sponsoring agencies reviewed Goal One of

the National Education Goals, which states that by the year 2000 all

children in the United States will start school ready to learn, and

described their agencies' work in the area of school transition. A

plenary session included a presentation of various linkage and

transition issues which were later addressed individually in small

group discussions and regional laboratoryactivities. Two presenters

then addressed the issue of parental and family involvement in the

transition to school, while three individuals discussed the State

Head Start Collaboration Program in Texas, Pennsylvania, and Oregon.

Six roundtable sessions examined various issues involved in the home

to school transition process. Concluding remarks addressed the

challenges and opportunities facing early childhood education. A list

of the forum's participants, along with their affiliations,

addresses, and telephone numbers, is also included. (MDM)

U S DEPARTMENT OF EDUCATIONOthce )(Educational Research and Improvement

EDUCATIONAL. RESOURCES INFORMATIONCENTER (ERICI

)(1 This document has been reproduced as' received horn the person or organizatn

Ceiginating it0 Minor changes have been made to improve

reproduction quality

COPoints of view or opinrons stated in this docuen ment do not necessarily represent ()Moral41. OERI aositron or poIrcy

C,en

CZW

BF_T COPY AVAILABLE

STICKING TOGETHER II

Strengthening Linkages and the TransitionBetween Early Childhood Education

and Early Elementary School

Summary of the Second National Policy Forum

Sponsored by

Administration on Children, Youth and FamiliesU.S. Department of Health and Human Services

Office of Educational Research and Improvement

and

Office of Elementary and Secondary EducationU.S. Department of Education

The Regional Educational Laboratories

h!. the t OoN cement Piloting OfficeSopenntendent if Doeumeno.. Matt Stop. SSOP. WaNhington. DC 20402.912s

ISBN 0-16-042937-4

U. S. Department of EducationRichard H. RileySecretary

Office of Educational Research and ImprovementSharon RobinsonAssistant Secretary

Programs for the Improvement of PracticeEve M. BitherDirector

Office of Elementary and Secondary EducationThomas W. PayzantAssistant Secretary

Forum Co-DirectorsAllen Smith (HHS)Charles Stalford (ED)

Support for the Forum was also provided by theNational Head Start AssociationandGryphon House Early Childhood Book Collection

Presenters' titles were accurate at the time of theForum in 1992.

October 1993

U. S. Department of Health and Human ServicesDonna ShalalaSecretary

Administration for Children and FamiliesLaurence LoveActing Assistant Sec,.etary

Administration on Children, Youth and FamiliesJoseph Motto laActing Commissioner

Contents

Focus and Summary of the Forum 1

Opening Remarks and Forum Goals 3

Peter Mangione 3

Doug Klafehn 3

Eve M. Bither 3

Mary Jean LeTendre 4

Overview of Linkage and Transition Issues 6

Martin Gerry 6

Small Group Discussions 9

Networking by Region 10

Parental and Family Involvement in the Transition to School I I

Elizabeth Graue 11

Patricia Phipps 12

The State Head Start Collaboration Program 14

Gwen Chance (Texas) 14

Sandy Joseph (Pennsylvania) 14

Anita McClanahan (Oregon) 15

Roundtable Discussions 17

Comprehensive Child Development Program: Addressing Family andTransition issues with School-Based Services

Judith Gerald and Barbara Nye 17

Transitions to Kindergarten for Children with DisabilitiesMabel L. Rice and Marion O'Brien 17

Bridging Early Services for All ChildrenSharon Rosenkoetter 17

What Is Business' Involvement in Early Childhood Education?Diana Rigden 18

Connections, Collaborating, Continuity: A Continuum of Services forChildren and Families

Vicki Smith 18

Comprehensive Integrated Services at the Early Childhood Education CcntcrLinda Kolbusz 18

Challenges and Opportunities: Making Linkages and the Transition Happen 19

Linda Likins 19

Ronald Areglado 20

Essential Connections: Ten Keys to Culturally Sensitive Chld Care 22Peter Mangione 22

Participant List 25

Focus and Summary of the ForumNational Education Goal #1: By the year 2000, all children in America

will start school ready to learn.

With this goal as the basis for discussion, thesecond National Policy Forum on Early ChildhoodEducation was held November 5-6, 1992, inWashington, D.C. Its focus was an expandedexploration of the issue of linkages and transitionbetween early childhood education programs andelementary schools. Successful transition isessential if this first national education goal is tobe achieved.

The forum was collaboratively sponsored by theHead Start program in the U.S. Department ofIlea lth and Human Services' (HHS) Administrationon Children, Youth and Families (ACYF); and theU.S. Department of Education through its Office ofEducational Research and Improvement (OERI)and Office of Elementary and Secondary Education(OESE). A wide variety of participants includedfederal, state, and local organizational, agency, andschool representatives, as well as parents.

Objectives To Achieve the GoalThree objectives noted in the National EducationGoals Report (National Education Goals Panel,Washington, DC, 1992) were central to thespeakers' presentations and to the discussions thatfollowed:

All disadvantaged and disabled children willhave access to high quality anddevelopmentally appropriate preschoolprograms that help prepare them for school.

Every parent in America will be a child's firstteacher and devote time each day to helpinghis or her preschool child learn; parents willhave access to the training and support theyneed.

Children will receive the nutrition and healthcare needed to arrive at school with healthy

minds and bodies; and the number of lowbirthweight babies will be significantly reducedthrough enhanced prenatal health systems.

Barriers to TransitionChildren face numerous challenges as they movefrom preschool programs to elementary school.This transition involves a variety of factors:

Adjusting to an elementary school environmentthat is likely to place more emphasis on formaleducational experiences (such as acquiringreading and mathematics skills) than on theirprior developmental experiences;

Being misplaced or even retained in anelementary grade or program if the school doesnot build on the child's successes and level ofcompetence but instead focuses on the child'sfailures, lack of readiness, and the remediationof deficits;

Moving with their families from earlyintervention programs that integrated variouschild and family services to a school programthat only provides educational services; and

Attending an educational program in whichparental involvement is circumscribed, afterhaving parents highly involved during thepreschool years.

The nation is increasingly realizing the importanceof children's readiness for school a id schools'readiness for children. This readiness is essentialfor all children, and especially those at risk. It is achallenge faced by the great diversity of programs,agencies, and organizations whose responsibility isthe education and care of young children and theirfamilies.

Summary of Presentations andDiscussions

Opening Remarks and Forum GoalsPeter Mangionc (Far West Laboratory forEducational Research and Development) noted thediversity of participants and the collaboration ofthe two federal agencies as he encouragedparticipants to recognize the changes they couldeffect through collaborative effort at state and locallevels. Representatives of the sponsors introducedthe agenda for the forum. Doug Klafehn (ACYF')reviewed parts of the Head Start experience inworking for effective transition. Eve M. Bither(OERI) addressed the need for collaborationrequired for effective transition. Mary JeanLeTendre (OESE) noted numerous efforts at thefederal level and emphasized the need forcontinuity beyond transition from preschool to

lemen tar y school.

Overview of Linkage andTransition IssuesMartin Gerry (HHS) stressed the interrelated issuesthat were later examined and developed indiscussions and other presentations. Heemphasized the policy goals to enhance a nurturingfamily environment and to provide the criticalmass of services and supports for that environment.Ile then presented a strategy for systems change toachieve these goals and objectives.

Group Discussions and RegionalLaboratory Activities

Continuing the development of issues outlined byMartin Gerry, small groups discussed issues andidL. Is concerning systems and program design,financing of programs, eligibility, interdisciplinarytraining, and accountability. The regionallaboratories, which arc supported by OERI,presented summaries of their leadership andinvolvement in regional and state projects andissues dealing with transition.

Parental and Family InvolvementElizabeth Gram: (University of Wisconsin) stressedthe need for cultural sensitivity when schools

2

provide a means for family involvement in theirchildren's transition process. Patricia Phipps(University of Houston) focused on the issue ofreadiness both for parents and for the school. Shemade several suggestions for schools in preparingparents for their children's transition to elementhryschool.

State Head Start Collaboration ProgramGwen Chance (Texas), Sandy Joseph(Pennsylvania), and Anita McClanahan (Oregon)discussed efforts being carried out in their statesfor promoting collaborations among Head Startgrantees, regional offices, state agencies, and otherchildhood staff.

Rouondtable DiscussionsRoundtable discussions were led by projectdirectors and others involved in specific state andlocal projects dealing with transition issues.

Challenges and OpportunitiesLinda Likens (National Head Start Association)stressed the need for collaboration in both formalagreements and strong interpersonal relations foreffective transitions. Ronald Areglado (NationalAssociation of Elementary School Principals)argued for the use of common sense in ourcommon interest for the benefit of children. IIeemphasized the need for new, moral leadership toaddress a systemic problem and urged participantsto take risks, to take action to provide thetransitions young children require.

Ending the forum with a final challenge forparticipants to address, Peter Mangione presented avideo, Essential Connections: Ten Keys toCulturally Sensitive Child Care. This trainingvideo is part of a series on caring for infants andtoddlers that is being developed collaboratively byFar West Laboratory and the California Departmentof Education. The forum concluded with achallenge for action and an expanded awareness ofthe complexity of issues involved in addressing achild's transition from preschool to elementaryschool.

Opening Remarks and Forum Goals

Opening the forum and presenting its agenda,representatives of the sponsoring agencies reviewedNational Education Goal #1 and described theiragencies' work in the area of transition.

Peter Mangione

Far West Laboratory for Educational Research andDevelopment

This forum is being held as part of the growingnational effort to provide continuity to the care andeducation of young children. Participating in thisnationwide trend, the regional laboratories areholding 10 regional conferences across the country.In addition, at the federal level, agencies arecollaborating with each other in recognition of thisvital need for continuity in the care and educationof young children.

The U.S. Department of Health and HumanServices' Administration on Children, Youth andFamilies, and the U.S. Department of Education,through its Office of Educational Research andImprovement and Office of Elementary andSecondary Education are sponsoring this forum incollaboration for this national effort. Three notedrepresentatives of these agencies will summarizethe needs for stronger linkages between preschooland elementary education in the context of thegoals of this forum.

Doug Klafehn

Associate CommissionerAdministration on Children, Youth and Families/Head StartU.S. Department of Health and Human Services

Head Start has continued to grow over its 25-yearhistory. It has grown from $1.3 billion to $8billion in funding and serves 100,000 morechildren this year than last. Growth is expected tocontinue because its services are widelyacknowledged and extensively needed.

The problems of establishing linkages betweenpreschool programs and elementary schoolsincreasingly require collaboration among agenciesat local, state, and federal levels. Head Startcannot meet the challenge alone. Because fundinghas been provided directly from the federal to thelocal level, states have not been involved. Now,however, collaborations with state programs aredeveloping for better coordination.

The collaborative efforts are working to improvethe transition from Head Start to early elementary

bqrades Better communication between Head Startand the schools is needed and is emerging. Tofoster this effort, HHS has funded 32demonstration programs. Rigorous evaluation isunderway to determine the most effectivetechniques for this transition. These grants are partof a larger interagency agreement to reach morepeople and support more activities, including thisforum.

Eve M. Silber

Director, Programs for the Improvement of PracticeOffice of Educational Research and ImprovementU.S. Department of Education

Reasons to Address TransitionImportant reasons exist to consider children'stransition from Head Start and other earlychildhood education programs to elementaryschool. The first of the National Education Goalsaddresses this transition in the need for readiness.That goal is for all children to enter school readyto learn by the year 2000. Readiness encompassesevery aspect of children's development and healthfrom birth to en:ering school. But what single setof factors can be more important than theconditions under which children make thetransition from preschool to kindergarten and thestart of their formal schooling?

Some might say that children should have notrouble making a smooth transition from preschool

to school. Most of you probably know better.Questions exist related to philosophy, curriculum,and other matters. Misunderstanding and otherreasonable causes may be responsible forcommunication and coordination problems in somelocalities, But do problems sometimes exist thatare caused by "turf' issues that we can eliminate inorder to get the job done better?

Collaborative Efforts for SuccessNote the partnership of Federal agencies that,together with the regional educational laboratories,is sponsoring this forum. Representatives of theseagencies have been meeting for some time in acontinuing effort to coordinate their programs sothey may be more effective in serving our children.

In Maine, where I served as Commissioner ofEducation, coordinated efforts operate among theCommissioners of Education, Human Services,Corrections, Mental Health, and Mental Retardationin an interdepartmental council. In consideringissues of our common clients, the council focuseson early childhood issues as a vital part of itswork, and Head Start is an important component.The Department of Education in Maine sponsoredthree early childhood demonstration sites. JeniferVan Deusen of that department reports that theycontinue to operate as cooperative efforts of thepublic schools, Head Start, Child DevelopmentServices, and other child- and family-servingagencies.

Sharing and Learning at This ForumWe have much to learn from the collectiveexperience of preschool educators and elementaryschool educators working together. One E.:_c hopportunity is realizing the benefits of continuingdevelopmentally appropriate curricula frompreschool into elementary school. Another islearning more about how parents can help theirchildren. Our best efforts are needed to smooththis transition if we really believe that education isa seamless system from birth through a lifetime oflearning.

You will have an opportunity to discuss theseissues and others during these two days. I urge

4

you to focus on those issues that seem mostimportantto identify new opportunities forstrengthening the transition and to find solutionswhere problems and barriers exist.

Mary Jean LeTendre

Director, Compensatory Education ProgramsOffice of Elementary and Secondary EducationU.S. Department of Education

TransitionDefinition and StatusThe transition from preschool to elementary schoolis not only a symbolic but a critical, real union thatis necessary if we are to achieve our nation's firsteducation goal and the others as well.

In order to understand better the issue of transition,the U.S. Department of Education, in 1988,commissioned RMC Research Corporation toconduct a study on the move from variouspreschool experiences to kindergarten. Some 1,200schools and 850 school districts were included inthe random sample. The final report, Transitionsto Kindergarten in American Schools, indicates thattransition does not appear to be a high priority ofthe nation's schools. Only about 20 percent of thedistricts report a "wide range" of transitionactivities. One half say that no communicationexists between prekindergarten and kindergartenteachers on curriculum coordination. Only 13percent of the districts have written transitionpolicies. Only 10 percent of schools reportsystematic communication between previouscaregivers and teachers. And the presence ofpreschool programs in the school is not a guaranteeof greater efforts or continuity.

Federal Government InitiativesMost of the dialogue and the initiative at thenational level on transition or continuity, to date,appropriately has been between the Department ofHealth and Human Services and the Department ofEducation and has focused on the Head Start andthe Chapter One programs. Head Start serves some450,000 disadvantaged children each year. TheChapter One program serves 82,000 disadvantagedprekindergarten children, nearly 350,000disadvantaged children in kindergarten, and over

two million disadvantaged children in the first,second, and third grades. Some 49 percent ofChapter One children are in Grades K-3. Clearlythe linkages between these two programs must bemade as strong as possible. In addition, Even Startis becoming an increasingly important programrequiring broad collaboration for continuity beyondtransition.

The two federal agencies have accomplished agreat deal since 1990 to improve the transition ofchildren from preschool programs to elementaryschools. We have sought and received steadyincreases in funds for Even Start, a family literacyprogram that is part of Chapter One, as well asoverall Chapter Onc funding. In addition toincreased funding, we have also sponsored a seriesof national and state meetings on improvingtransition, issued results of the previouslymentioned study on transition, and issued formalguidance to all Chapter One projects to integrateservices between Head Start and Chapter One.

From Transition to ContinuityIf preschools, regardless of their funding source,and public schools serving children in grades K-3provided comprehensive, integrated services for alltheir children, the transition period would scarcelybe noticed and would hardly be an issue. Theupsetting disconnectedness children experience asthe, move from preschool to school settings would

not occur if schooling at all levels included thefollowing:

Integrated services that respond to thecomprehensive needs of children and theirfamilies;

Developmentally appropriate curricular servicesfor all children; and

Parent involvement and familyfocusedpolicies and programs.

We need to move the concept of transition to adiscussion of how to provide continuity in ourearly childhood programs. I would like to proposethat Even Starta family literacy program that isactually a part of Chapter Onealthough notperfect, is a good model with which we can begin.Serving children from birth through age eight, itapproaches the child from the context of the familyand includes parenting education and adult literacy.

By law, Even Start cannot duplicate existingservices. It must build on Head Start, Chapter OnePreschool, existing quality day care programs,employment and social service programs,immunization and early health screening, parentingand adult education. In its best incarnation, EvenStart is the avatar of continuous, comprehensiveservices for young children and their families.

5

Overview of Linkage and Transition Issues(Plenary Session)

Martin GerryAssistant Secretary for Planning and EvaluationU.S. Department of Health and Human Services

Addressing "School Readiness"

The central focus of this policy forum is of crucialimportance to children and families. For morethan 25 years we have been learning, through HeadStart and other early childhood programs, of thevital role early childhood plays in an individual'swell-being. Given this history, the first Na0onalEducation Goal, addressed to "school readiness,"implicitly recognizes that learning cannot and doesnot occur in a vacuum. Moreover, it embraces twoimportant truths:

Learningwhether cognitive, affective, orpsycho-motor---occurs in the context of thewhole child; and

2. The whole child, in turn, cannot be divorcedfrom his or her family, culture, or community.

Establishing Clear Goals for IntegratingChild and Family ServicesAny serious discussion of linkages between andamong early childhood services needs to focus onand be measured against clear cross-cutting goalsfor effectively integrating all early childhood andrelated family services and supports. The "schoolreadiness" goal, which is a call for serviceintegration, expanded collaboration, better programlinkages, and improved program transition, reflectsthe emergence of two interrelated social policygoals and a rapidly evolving systems changestrategy.

Two Social Policy Goals

These goals are predicated upon the realization thatthe family is the fundamental social institution ofour society.

6

First, every child in America will have apermanent and nurturing family environment inwhich to grow and develop. Children need to bepart of strong families that provide nurturing,parenting, socialization, and the intergerationaltransmission of religious, moral, and ethical valuesand attitudes. In this regard, a central reason forthe effectiveness of Head Start and similarprograms lies in their family focus. Theseprograms do not see the child as an isolated,essentially static individual, but as a dynamic andevolving organism in the ecosystem of family andcommunity. Unfortunately, most of our othercurrent programs stress categorical eligibilityfactors, which focus on unidimensional, deficitidentification and remediation. As a result, fewsucceed even in the short term. Such programs arestigmatizing since they are based in pathology orillness. Their failure to focus on multiple,interconnected family needs usually precludesachievement of positive, long-term outcomes.

Second, every family in America will have readyaccess to the critical mass of services, supports,and other resources that are needed to ensure thatsuch an environment can and will be maintained.Our most troubled families arc unable to negotiatethe current fragmented services system to get helpwhen they need it, such as help in physical access,funding, and other services,

The Strategy for Systems Change

This strategy is to develop and operatecomprehensive, unitary, neighborhood-based childand family support structures. If the familyenvironment is a key to improved childdevelopment and learning, then a pressing needexists to create a single point of access to servicesand a else advocate to help empower the family.

This approach both builds and builds on familystrengths rather than deficits.

Such a strategy for service integration is a meansto remove administrative and programmatic barriersthat ultimately frustrate the accomplishment ofoverall service goals. It is designed to create anenvironment in which the response to thecomprehensive needs of a family can be in aholistic manner. Further, this strategy istwo-pronged. It seeks simultaneously to improveprogram outcomes--such as improved familyfunctioning, learning, and disease preventionandto increase family self-sufficiency through optimalinvolvement of the family in the planning andevaluation of services.

This expanded concept of service integration putsnew emphasis on personal responsibility andchoice; it necessarily redirects the emphasis ofservice integration from caretaking to enabling.An important part of this new vision is the stresson strengthening families by expanding theirchoice and control over the coordinated planningand delivery of government-funded services neededfor selected economic and social opportunities. In

this regard, each Head Start center attempts to he acomprehensive, community-based agency whosemission is to support families by building on eachfamily's strengths. This outlook is a key to HeadStart's success and the widespread political andpopular support that the program receives.

In practice, major changes in the structures andoperating styles of several services systems will herequired if families are to access the critical massof services that they need to attain improved socialintegration and economic self-sufficiency withoutthe need for the ongoing intervention ofgovernment. Professionals from a variety ofdisciplines and other informed observers share ageneral consensus that it is rare to find a familywith a single isolated problem that, if solved, willrestore that family to productive self-sufficiency.Poverty, unemployment, lack of basic skills, loweducational performance, drug abuse, lack ofparenting skills, poor housing, and poor nutritionand health are interrelated symptoms of a larger

problem, most often hopelessness, which is thegreatest problem we face in relation to humanservices.

The key to this systems change is the creation of aneighborhood- and community-based supportstructure that:

Stresses personal and family responsibility;

Focuses on child and family strengths andprevention;

Adopts a comprehensive approach to meetingthe needs of families;

Promotes a wide array of social and economicopportunities;

Embraces and incorporates independent,volunteer-driven "points of light" efforts.

Such a service structure will permit the integrationof service planning, coordination of servicedelivery and financing, service continuity, andestablishment of mechanisms for ensuring bothaccess to the overall support structure from anypoint of entry and overall accountability for everyindividual and family receiving support.

In addition to the single yoint of access, caseadvocates are essential. Their role is to inform,nurture, and protect. The need is for caseadvocacy, not case management. Advocacysupports the empowerment of people to make theirown decisions. Case advocates need to functionwithin a community-based, collaborative system ofproviders, including the child welfare agency, thatjointly addresses problems and jointly takesresponsibility for outcomes. To be effective, acase advocate needs access to a flexible pool offunds that fill the gaps in services. It has beensaid that "nothing coordinates like cash." In

relation to case advocacy, the Head Start programhas incorporated four crucial components of thecomprehensive, unitary, neighborhood-based childand family support structure that must he forged:education, health, social services, and parentalinvolvement.

1 2 7

Four Objectives for Achieving the Goalof an Integrated SystemFour essential objectives emerge that work withinthe systems change strategy to achieve the goal ofan integrated system of child and family services:

1. Reform to change the categorical and variedways that eligibility for program funding isdetermined. This objective addresses acombined federal, state. and local problem.States must also be willing to reduce additionalbarriers that they impose to allow eligiblepeople to participate in the programs. Thisobjective also addresses the need to evolvedecategorized financing structures that willsupport need-based, universal servicestructures.

2. The need for interdisciplinary professional andin-service training. Service integrationinitiatives have difficulty finding staff who can

8

deal holistically with families, and stafffromdifferent disciplines often do not speak thesame language even when they think they do.

3. Agreed-upon outcome measures and strategiesto ensure child and family outcomeaccountability in the operation of integratedservice structures.

4. An evaluation protocol for integrated servicessystems.

The Challenge for the ForumThe challenge for the discussions to follow in thispolicy forum is to address these linkage andtransition issues, in particular with three points ofemphasis: changing how programs are funded, notcreating more programs; changing professionaltraining to include interdisciplinary and groupapproaches; and developing accountability for asystem that is to be created.

t.)

Small Group Discussions

In response to the challenges issued by MartinGerry in his keynote address, forum participantsdiscussed the issues in small groups. Following isa sampling of their topics and ideas. Althoughthey were not adopted by the forum, they arerecommendations of participants within the groups.

System and Program Design

Services need to bc integrated andcomprehensive, with a continuum of care.

Program design needs the component ofcollaboration with other programs, agencies,and the community, especially in linkingfamily services and the school system and inovercoming turf issues.

Program design needs to include a componentfor educating parents, school boards,politicians, and policymakers.

A comprehensive approach to program designneeds to provide a single point of access forin formation and for service.

Program design needs to reflect preparingschools for kids as well as preparing kids forschools.

Financing Programs

Legislation, policies, and regulations need toinclude coordination and collaboration asrequirements for funding of programs, so thatmultiple sources of funding can cover the fullrange of needed services.

Financing regulations need to expand eligibility

requirements.

A nationwide need exists for sharinginformation about innovative approaches thatstates and localities are using to combinefunds.

Eligibility

Eligibility for admission to programs should befocused on needs and should he broadened andclarified.

State and federal guidelines are perceived asbarriers both for eligibility and for financing.

Eligibility requirements need to involveassessment of family needs beyond the solefocus on financial need.

Preservice training is fragmented; trainingneeds to be interdisciplinary anddevelopmental, with new goals for professionaltraining and licensure that emphasizecollaboration.

Interdisciplinary training needs to focus onpreparing early childhood educators to inform,nurture, and protect.

Interdisciplinary training needs to focus on acontinuum of care with attention both to familyand to inclusion.

Accountability

Certification or licensure is needed for early7.hildhood educators and service providers.

Key steps in accountability include developingand agreeing upon appropriate definitions ofdesired outcomes for kids; developingappropriate measurement for those outcomes;conducting appropriate evaluations; connectingthe results in positive, developmental wayswith incentives, rewards, sanctions, andstrategies that can strengthen subsequentlearning and performance.

Legislation is needed to change the focus ofaccountability.

4

Networking by Region

Following is a sampling of the discussions led bythe laboratories in regionally oriented small groupsessions, some of which repeated and reemphasizedissues that arose in the earlier smaIl groupdiscussions. The Laboratories reporting were:

Research for Better Schools, Inc.

Appalachia Educational Laboratory, Inc.

South Eastern Regional Vision for EducationSouthwest Educational Development

Laboratory

Mid-Continent Regional EducationalLaboratory

Northwest Regional Educational LaboratoryPacific Regional Educational Laboratory

Far West Laboratory for Educational Researchand Development

Regional Laboratory for Educational

Improvement of the Northeast and IslandsNorth Central Regional Educational Lzboratory

Some Projects and Programs

Continuing development of a regional networkof persons interested in transitions and earlychildhood issues in the Mid-Atlantic Region;

The Governor's projects in West Virginia, sup-porting resource networks for a continuum ofcomprehensive services to parents and servicesfor all children from birth through age 5;

An integrated services model in Vermont thatallows comingling of selected resources andsafeguards the exchange of confidentialinformation;

Cross-agency conferencing and networking inRhode Island and Vermont;

Development of a statewide publicprivateinitiative in New Hampshire focused on thenational goal of "getting all kids ready tolearn;"

Statewide Council in Florida, including 28agencies, to promote collaboration between theDepartment of Education and the Departmentof Human Resources, with a resulting jointstrategic plan and a joint budget appropriationpresented to the governor; and

A network of schools in Alaska devoted torestructuring to better meet the developmentalneeds of young children and their families.

Sfzlected Issues

Ways in which Follow Through programssupport transitions and sources of information;

Need for child care providers to be involved inthe transition process;

Challenges in education for immigrantchildren;

Need for stronger professional preparation;across service areas and in adult developmentand technology areas;

Dissemination of model collaboration efforts;

Educating parents; and

Need for both preschool and kindergartenteachers to have a common background ofpreparation.

Parental and Family Involvement in the Transition to School

Elizabeth GraueAssistant Professor, Early Childhood EducationUnipersity of Wisconsin, Madison

Flaws in the Push for Parental Presencein School

One of the most emphatic aspects of educationalreform rhetoric is the push for more parentalpresence in schooling. For the most part,recommendations are foc..sed on shaping parentalactivities to the needs of the schools. This worklargely ignores what families bring to school. Ithas not examined adequately the needs of parentsas they come in contact with the school, the rolesthey are given or choose to take in their child'seducation, or the resources they have to facilitateinteraction with educational professionals.

Parenting, which may seem at first glance to be anindividual activity, is in fact a complex socialexperience. Communities develop ideas of goodparenting, and these ideas are communicatedthrough various social networks. Individualparents use these shared hut often ragged sets ofideas about parenting in their daily lives.

A Comparison of Two CommunitiesTracing the experience of parents in two verydifferent communities illustrates the complexitiesof the differences and the problems. We need tolook deeper into the meaning that individuals havefor schooling to be able to work for change.

The two communities are approximately the samesize in population, are part of the same schooldistrict, and lie within 10 miles of one another.Nevertheless, they are quite different. FultonElementary serves three small rural communitieswith working-class populations of white and Latinofamilies. Parents are involved in agriculture andfactory work, manual labor, and service jobs. Themajority of mothers work outside the home. Onthe other hand, Norwood is a bedroom communityof professionals working in nearby cities. Thefamilies are primarily middle and upper-middle

class and white. Fathers have well-payingprofessional careers, and mothers work in the hometo supervise children's activities.

A practical example of how these communitiesdiffer in their actions is the degree to which theyintervene in the normal school enrollment process.In Fulton parents assume that their children shouldgo to school if they meet the entrance criterion ofdate of birth. In Norwood parents think moreabout readiness and maturity than about theentrance criterion. One in 5 kindergarten boys hasbeen held out in Norwood compared with one in20 in Fulton. This is but one significant differencein parental responses in the two communities.

In Fulton parents have a home-oriented perspectiveon their children. Their job as parents is to helpthe teacher, but they have no preset agenda. Thisattitude is supported by the school. Informationflow is unidirectional from the school to theparents. Since no structure is available for parentsto give input, they are more or less supportiveoutsiders.

Norwood parents blast onto the kindergarten scenewith ideas about what the school should do fortheir child and what characteristics their childneeds to fit into the system. Parents seem to feelthat they not only have a duty to find out about theschool but also to share the information withothers. This can be called an ethic ofdecisionmaking in Norwood, poised to increasestudcnts' chances for success.

Herein lies an important difference. Since Fultonmothers work outside the home, they are rarelyavailable to be in the classroom. On the otherhand, many of the teachers at Norwood feel thatthey cannot get rid of the mothers who want tovolunteer there. In many ways, the Norwoodparents have equal footing with Norwood teachersin educational decisionmaking. Although theNorwood parents may seem to have more power intheir interactions with the school, they actually areprisoners of the information gathering and

decision-making process that structure so many oftheir interactions.

The Issues That Emerge From TheseDifferences

Why are the stories of these two communitiesimportant? They underscore the murkiness ofmany of the ideas taken for granted in U.S.education. First, the readiness issue--a ready childin Fulton is not a ready child in Norwood,according to parental perspectives. According tothe kindergarten screener, however, the children inthese schools are more or less dead even in theirincoming skills. But because of the actions andbeliefs in the community related to the readiness ofthese children, a whole group of children is labeledas unready.

The second issue is that this difference shows whywe cannot develop a list of good parentingpractices for the transition to school. By almostevery measure the Norwood parents are exemplaryin their relations with the schools. But they fulfilltheir responsibilities in the extreme. Too much ofthe wrong kind of parental involvement can causedamage to the ecological system of the school. Incontrast, many people would jump to theconclusion that the Fulton parents do not careabout their children's education since they are notthere to help. They seem passive. Altheugh theseparents care very much for their children, theyassume that they are not qualified to makeeducational decisions. And the school's policiesreinforce this reactive role.

A Needed Change in Focus AboutParental InvolvementDiscussions of homeschool relations are typicallyconfined to the topic of parental involvement..iducational reformers and policymakers restricttheir attention to activities that increase parentalpresence in school. From this perspective parentalinvolvement is treated as a commodity to beincreased for school enhancement, just anothervariable in the school effectiveness equation. Thisapproach is blind to the social nature of parenting,the cultural meanings that are fundamental tointeractions among community members.

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What does this analysis mean if we hope to helpparents be advocates for their children? First, weneed to realize that no simple answers exist here.Second, we need a vision that does not assume thatthe school will teach families what they need toknow about their children. We need a newperspective that assumes that parents have richknowledge of their children; it is the school's jobto utilize that information. We need to address theneeds of parents as defined by them, not as definedby the school. We need to reframe our programsfor collaboration and outreach rather than forparental education.

Patricia PhippsAssistant Professor, College of EducationUniversity of Houston

The Central Issue of ReadinessA central issue related to parental and familyinvolvement is readiness, both for the parents andfor the school. The ideal situation would be forchildren to flow from a developmentallyappropriate preschool program, such as Head Start,to elementary school. Unfortunately this is notalways possible. How do schools provide for thosewho have no preschool, who are victims of society,or whose experience or culture is different fromother children with whom they will attend school?

We have a diverse and uncoordinated set ofcircumstances to deliver services to children. Thepresent system for early childhood education hasdisconnected functions, different sources offunding, and few links with public schools. Fewpublic schools have a system to learn about theexperiences of children in preschool. Many publicschools are becoming providers of preschoolprograms without any experience in it orknowledge of what other programs do. Further,the present mix of private, public, for-profit,nonprofit, religious, and other types of preschoolhas no commonality. Nevertheless, public schoolswill have graduates from all different types ofpreschool programs.

Transition Challenges Facing the PublicSchoolsThe public schools face major challenges for youngchildren entering them. Schools must becomecapable of working effectively with parents in theirgreat diversity to meet their children's needs.Certain policies and actions are essential forschools to become tnie partners with parents.Schools must provide an environment that involvesparents as partners in making decisions about theirown children and the school program. Further,they must provide an interactive transitioningprocess

Suggestions for SchoolsWe do not need to reinvent the wheel for schoolsto be effective in providing these services. Thetask force of Right from the Start, a program of theNational School Boards Association, has madeseveral suggestions for schools:

Provide outreach to parents;

Provide access to parents to observe andvolunteer in school programs;

Provide time for parents and teachers to plan

and conduct services;

Provide materials for use at home;

Provide services for prenatal through third

grade; and

Provide programs for parents to be an integral

part of the school.

We also need to bring our knowledge of otherareas to this transition process, for example, whatwe know about corporate models, communityservices, and networking. All schools need to joinwith other community agencies to provide services

to children.

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The State Head Start Collaboration Program

Gwen ChanceDirectorTexas State Collaboration Project

Governor Ann Richards appointed a 25-membertask force to guide the Texas Head StartCollaboration Project, which is administered by theOffice of the Governor's Health and HumanServices Policy Council. The task force is adiverse group of people from both rural and urbancommunities across the state. They arerepresentatives of Head Start, child care, public andprivate schools, agencies, the legislature, parentgroups, and both the private and the public sectors.Another 60 to 70 individuals representing stateagencies and organizations serve as resources tothe task force.

Vision and Structure of the Task ForceThe Texas Head Start Collaboration Task Forcehas articulated its vision for children:

All Texas children of the 21st century willenter a family and society that treasurestheir addition to the human community. Toensure optimal development of all children,a comprehensive, integrated, communiry-based system responds to the educational,health, economic, social, and multiculturalneeds of families.

The task force is structured in three subgroups todevelop and implement a state action plan that willfulfill its vision, goals, and mission: ProgramModels; Rules, Regulations, and Funding; andTraining. These subgroups together will create anew service model that anticipates tomorrow andprepares Texas children and families to meet life'schallenges.

Current Activities of the Task ForceThe task force is concluding a variety of activities.These are examples:

Interagency management teams, with specificimperatives for development:

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A plan for technical assistance to LEAs inthe implementation of S.B. 608 (theprekindergarten, Head Start, child carecollaboration bill)

Ways to support local collaborativeinitiatives, transitions, and continuity ofcare

Interagency agreement to addresscollaborative services for children withdisabilities and their families

Interagency agreements between Head Startand both JOBS and JTPA

Representation of Head Start staff on advisoryand planning committees at the state level, apolicy in effect since the inception of theproject.

Ongoing meetings with local programs tosupport collaborative initiatives funded throughthe Child Care and Development Block Grant.

Interagency agreement with the TexasDepartment of Human Services (TDHS) andthe governor's office, which has provided$200,000 from TDHS to the project toimplement two statewide conferences and astatewide caregiver status survey, and topurchase technical assistance on a statewideprofessional preparation system.

Major roles by the Southwest Educational

Development Laboratory and the TexasEmployment Commission Child CareClearinghouse in the planning andimplementation of statewide efforts, that is,survey and review of model programs.

Sandy JosephDirectorPennsylvania State Collaboration ProjectCollaborative Approach to Planning, Structure, andGoal

Pennsylvania planned its grant application for theproject with a collaborative team of approximately

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25 persons: Head Start personnel, parents, staff,and administrators; and staff from the PennsylvaniaDepartments of Health, of Welfare, and ofEducation. The grant itself includes a projectadvisory board that involves a collaborativerepresentation similar to that of the application.

The overall goal of the project is to:

Foster working coalitions and promotecollaboration and linkages among HeadStart agencies, 1-IHS regional office staffstate officials, state agencies, and otherchildhood staff in order to promote a morecoordinated approach to planning,program development, and service deliveryto meet the diverse needs of low-incomefamilies in Pennsylvania.

In Pennsylvania, our collaboration project, inpartnership with other state agencies, decided toget a good look at what services, programs, andfunding are available in Pennsylvania for childrenages 0-8. The information led to the governor'sexecutive order creating The Children's Cabinetand The Children's Coalition.

Keys to ChangeJust as this approach works for transition teambuilding, it applies to total collaboration, which iswhat we are working toward. It has led to therecognition and practice of certain keys to change:

Understand your own culture first. You can'tchart a course until you know where you are.

Encourage those who are bucking the oldculture and have ideas for a better one.

Find the best subculture in your organizationand hold it up as an example from whichothers can learn.

Don't attack culture head on. Help others tofind their own new ways to accomplish theirtasks, and a better culture will follow.

Don't count on a vision to work miracles. Athest it acts as a guiding principle for change.

Live the culture you want. As always, actionsspeak louder than words.

Anita McClanahanOregon State Collaboration Project

Overview and HistoryIn 1985 and 1986, the Oregon Head StartAssociation and legislative leaders begancollaboration in preparation for major statelegislation in early childhood education. In 1986the State Board of Education created the StateEarly Childhood Initiatives Project with the help ofa technical assistance grant from the NationalAssociation of State Boards of Education.

From 1987 to 1991 state legislation was enactedfor prekindergarten and parent education as well aseducation reform. As a result, total funding for theOregon Prekindergarten Program has beenapproximately 316.4 million, providing services toapproximately 2,250 children by 1993.

Goal and Collaborative Scope of ServicesOne goal of the Oregon State Collaboration Projectfor Head Start is preschool-to-public-schooltransition, that is, having children ready for schooland school ready for children. In recognition ofthe extensive collaboration required for successfultransitions from preschool to school, variousfactors are designed to link Head Start(prekindergarten, ages 3-4) and public school(kindergarten through grade three, ages 5-8),always with the child and the family at the centerof focus.

These factors include parent involvement, inentalhealth services, education services, health andnutrition services, and linguistically and culturallyrelevant programming.

Five Parts of the ProjectThe Oregon State Collaboration Project involvesfive related but separate parts:

Wraparound Child Care. This service involvesblending child care and Head Start funds toextend care for children. The project assists

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families to become self-sufficient, to gain ormaintain their employment, and to participatein training for involvement in schools.

Early Childhood Special Education. Serviceswill be provided through Head Start forchildren with special needs. Services to meetthese needs are approached throughcollaborative efforts with different resourcesfrom Head Start and the Department ofEducation's Early Childhood EducationProgram.

Oregon Prekindergarten. This is a state-funded prekindergarten program that directlyreplicates federal Head Start by adopting thesame performance standards and eligibilityrequirements. A formal intergovernmentalagreement between the Head Start Bureau and

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the Department of Education has been signed.This agreement creates a single collaborativesystem for administration of both programs.

Alcohol and Drug Prevention. This statewideprogram trains trainers in "Getting Head StartAgainst Drugs" for the broad early childhoodcommunity. \ manual is also being developedthat answers questions most often asked duringthe statewide training sessions.

Transition Project. In areas across the state,19 teams are operating. Five have beenselected for pilot projects. Each site hassubmitted an action plan involving Head Start,the public schools, social services, and otherorganizations and agencies appropriate to fulfillthe multiple and diverse needs of children andtheir families.

Roundtable Discussions

The projects listed below were described inseparate group settings. Anyone interested infurther information about a particular project cancontact the project director (see list of participants).

Comprehensive Child Development Pro-gram: Addressing Family and TransitionIssues with School-Based Services. JudithGerald, Director, Early Childhood Services,Brauleboro, VT; Barbara Nye, Executive Director,Center for Research in Basic Skills, TennesseeState University.

These 5-year projects are funded by theAdministration on Children, Youth andFamilies, one at a school district in Vermont,the other administered by Tennessee StateUniversity in collaboration with five schoolsystems. They support comprehensive servicesfor children and their families from birththrough age 5.

The scope of these services is broader thantransition, a term that may imply a gap; rather,they expand to continuing services without abreak in delivery between early intervention,preschool, and the primary grades, since theservices are all school-based.

Transitions to Kindergarten for Childrenwith Disabilities. Mabel L. Rice and MarionO'Brien, Co-Directors, Kansas Early ChildhoodResearch Institute.

The institute is studying the impact oftransitions for children from birth through age8. Transitions include: those for parenting achild with disabilities; those from preschool tokindergarten, including children withdisabilities; those from kindergarten intoliteracy; those from integrated into segregatedprograms.

The project has identified areas of risk in thetransition from prekindergarten to kindergarten.Teaching style changes from being lessdirective in preschool to being more directive

2 2

in kindergarten. Teachers' expectations inkindergarten include mastering basic languageskills. Teachers sometimes interpret limitedlanguage skills as evidence of socialimmaturity, academic risk, and limited parentalresources. As well, logistical changes of a newbuilding, a new schedule, and less contact withfamilies are risk factors.

In recognition of these risks, the project hasdeveloped extensive support for families andchildren, especially those with disabilities. It isfunded by the Office of Special Education andRehabilitative Services in the U.S. Departmentof Education.

Bridging Early Services for All Children.Sharon Rosenkoetter, Bridging Early ServicesTransition Project, Associated Colleges of CentralKansas, McPherson, Kansas.

Sponsored by a U.S. Department of Educationgrant, this project provides assistance toprograms and schools in providing effectivetransition practices for children and theirfamilies. It has developed a model applying todifferent types of transitions, which is based onresearch and implementation conducted since1976.

The project helps professionals and parentslearn how to plan and implement successfultransitions between hospitals andcommunity-based services, home-based andcenter-based early childhood services, specialpreschool and kindergarten-level programs, twoor more programs sponsored by differentagencies, special services to communityprograms, segregated services to integratedservices, special education and "regular"education, and Head Start and kindergarten.

The project provides validated procedures andinstruments for interagency agreements,communication between the home and theintervention program, family involvement indecisionmaking, construction of a programtransition timeline, development of a transition

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timeline within the ISFP/IEP for each child andfamily, identification of local agencies forreferral, support for the child in both thesending and the receiving programs, welcomefor the child and family into the new program,curricular modification, and evaluation of thetransition procedures.

What Is Business Involvement in EarlyChildhood Education? Diana Rigden, Directorof Precollege Programs, Council for Aid toEducation.

Three areas emerge in business' agenda forearly childhood education: philanthropicagenda--programs and services: corporateagendaemployee benefits: and policyagenda--speeches and testimony. The Councilfor Aid to Education is looking carefully atbusiness involvement in early childhoodeducation. The Council has identified a varietyof businesses working in one or more of thesethree agenda areas and is documenting theseefforts.

Connections, Collaborating, Continuity: AContinuum of Services for Children andFamilies. VicA i Smith, Assistant Superintendentfor Special Projects and Program Development,Las Cruces Public Schools, New Mexico.

Through a home-school-communitycollaboration that boasts an ever-wideninginterchange of fedisral, state, district, andprivate programs and funds, the Las CrucesPublic Schools (LCPS) is building itscommunity's strength. Its administration has

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worked to bring social and health services intothe school, rather than to expend much-neededresources to get children and their families toreport to the social service agencies. TheLCPS is supporting programs from prenatalcare through adult education.

Comprehensive Integrated Services at theEarly Childhood Education Center. LindaKolbusz, Coordinator for Program Development,Community Unit School District #300,Carpentersville, Illinois,

The Early Childhood Education Centerincorporates a comprehensive vision of' supportfor child development, encompassing teachingpractice, relationships with parents, andcollaboration with other community agenciesand institutions.

The program has various components fordifferent ages and purposes. The EarlyIntervention Program for children from birth toage 3 involves an Even Start program andhome-based parental training. The program forchildren ages 3 to 5 involves screening for allthese children, developmental instruction, andcomprehensive support services. The FamilyCenter is a comfortable area in the school forformal and informal activities for parents andfamilies, with parents being active partners inthe education of their children.

The Early Childhood Education Center alsoinvolves a kindergarten program, high schoolchild development curriculum practicum, childcare transportation, adult education classes inconjunction with the local community college,and transition services through third grade.

0:- 1 ;

Challenges and OpportunitiesMaking Linkages and the Transition Happen

To conclude the forum, two plenary presentationsissued challenges to the participants to take homewhat they had learned and to take collaborativeaction for effective transitions.

Linda LikinsDirector of Governmental ProgramsNational Head Start Association

A Breadth of Perspectives to Make aDifferenceMy role at this forum is to sum up the issuesaddressed and to offer challenges. And this grouphas thc diversity to make a difference. as you arerepresentatives of Parent Teachers Associations,members of social service agencies, statesuperintendents, local administrators, parents, HeadStart staff and administrators, and others involvedin the care and education of young children.

First, to make a difference, consider the differencebetween managing and leadership. Managing isdoing things right. Leadership is doing the rightthings. You in your diversity can provide bothstrengths. You can provide the leadership to dothe right things and then see that they are doneright.

Some Knowledge Acquired FromExperienceWe face some barriers to overcome. One of theseis a culture harrier between public schools andHead Start. They are separate entities and havedifferent viewpoints. In addition, turf issuesbecome a barrier. No matter how cooperative thepersonalities with these differences seem to be, animportant first step is to develop a writtenmemorandum of understanding.

At the same time we need to cultivate theinterpersonal relationships between the staffs of theschools and of Head Start. People have to likeeach other and be willing to work together, and,

2

most of all, be willing to look at the child first andwhat needs to be done. A courtship is needed forthis developed cooperation. Each must beforgiving about a lot of things.

Head Start originated 27 years ago to effectsystemic change. However, until about 3 yearsago, Head Start was very much a stepchild. Noone really wanted to associate with us. Now thestepchild has grown up. What have we learnedfrom our experience?

We have recognized the importance ofmainstreaming children with disabilities intoour classrooms.

We know that a child cannot learn withoutbeing mentally and physically healthy.

A child cannot achieve full potential if livingin extreme substandard conditions, if hungry,and unless parents are supportive of the child'ssuccess in school.

Parental InvolvementParents are critically important to the success oftheir children. One question from the TennesseeGeneral Assembly is worthy of note: If Head Starthas been involved for 27 years, why haven't theparents changed the public schools? The reality isthey are intimidated from past experience. As aHead Start teacher, I was intimidated by somepublic school personnel. They were right, Ithought. After all, they were the teachers.Nevertheless, schools need to recognize thatparents are responsible for their children 24 hours aday. Public schools must value and nurture parentinvolvement.

Nurturing the CooperationVarious practices and policies can nurture thecooperation that is needed. School districts needencouragement to work more closely withtransitions, to work together, to develop trustingrelationships. Each party brings strengths; these

19

people do not need to compete with each other.Why reinvent the wheel? Head Start has beendning things that school districts want to do.Parents are involved and help make decisions abouttheir children's educations; parents volunteer. Thestate department of education needs to expectschools to cooperate with other programs,particularly Head Start. When Head Start and theschools cooperate, negotiate, and compromise, thechildren benefit. In this spirit of cooperation, wecan develop a broadened vision to bring in otherresources from our communities.

Ronald AregladoAssociate Executive Director for ProgramsNational Association of Elementary School Principals

Transition is a topic for various conferences now.The good news is that the word is spreading, butthe bad news is that we have much farther to go,especially with principals. Principals and schoolsneed to concentrate on decision making in relationto what is good for kids.

Common Sense and Common Interest,Sonic of our problems in developing smoothtransitions lie within ourselves. We tend to uselanguage that others cannot understand. We useacronyms that drive everyone crazy. We need tolook beneath the language to what is in our hearts.Transition is about common sense, about knowingwhat is right in our hearts, about what is importantand valuable for kids.

Paradigms and models can be stripped away toreveal the common interestchildren. We know,however, that stripping away everything to thecommon purpose is not easy to do. But amazingthings happen when we trust.

We need common sense. We do not need to startover. When we become a new patient of a dentist,we do not ask the dentist to start all over with newx-rays when they have just recently been made.To extend the analogy, we know that Head Starthas met children':: needs. When a child is havingtrouble adjusting to the new environment ofelementary school and is not assimilating in thenew classroom, the teacher may find that Head

20

Start knew the child's needs, and the schoolprogram could he adjusted to meet the child'sneeds. We cannot continue to do business asusual. We must make changes.

New Leadership for a Systemic ProblemTransition is not just a problem in the movementfrom Head Start to elementary school, but fromelementary to middle school, and from middle tohigh school. Records are never seen from onelevel to another. This problem is systemicthroughout the structure of the schools. Only 10percent of schools deal with systemic unification ofHead Start and schools. Less than 50 percent ofschools have a provision for parent visitation toschools.

A new theory of leadership has been heard here.We need moral leadership, the 3H theory ofleadershiphead, heart, and hand. Internalize that.When we integrate what we know (head) and whatwe feel (heart), we take action (hand). Too oftenwe have managers rather than leaders. Intellect inthe hand of action is missing the heart. To do theright things, we have to speak with our hearts.Sometimes we need leadership by outrage.Challenge the bureaucracy; be bold in the interestof kids. If you do not, who will'? Transitions willcome when people with passion in the interests ofchildren take action. Hierarchies and eagles willhave to move aside.

Our Focus for ActionFind new ways of doing business. Many principalswant to improve in the early childhood domain.They want to improve the quality of educationalexperiences of children. One concrete action thatyou as early childhood educators and caregiverscan take is to open up your reservoir of experienceand share it with the public schools. We. needyour knowledge.

Above all, take action. Don't wait for permission.Ask forgiveness later rather than wait forpermission.

Bridges have become shorter for transition. At onetime there were no bridges. It was at least easier

2,5

to pass over those that existed. Now our vision isthat the barriers that exist at present will vanish,and no further need will exist for bridges. But thatvision has not t become reality. Transition is theword for what is happening not only in this forumbut in education, in politics, and in other areas aswell.

In our own areas of education and care, let us notlose the momentum. Be active, outrageous,provocative--because young lives are at stake.

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Essential ConnectionsTen Keys to Culturally Sensitive Child Care

An illustration of the challenges for action issuedin the last plenary session was presented as a videothat explored the complexity of providingcontinuity to children in a culturally diverse worldand emphasized the importance of cultural identityand family values in the development of a youngchild.

Peter MangioneFar West Laboratory for Educational Research andDevelopment

This video was produced by The Center for Child& Family Studies of the Far West Laboratory (J.Ronald Lally, Executive Producer), in collaborationwith the California Department of Education. It ispart of The Program for Infant/Toddler Caregivers,which is a comprehensive training system forinfant and toddler caregivers. The programconsists of a series of 12 videos and 7 curriculumguides.The structure of the ten keys presented in the videoconsists of two parts. The first five keys relate tothe structure and staffing of child care programs.The second five focus on a process of culturallysensitive care.

1. Provide Cultural Consistency. Child careprograms need to be aware of what goes on athome. The aim is to provide care thatresembles the form and style of what isfamiliar to infants and toddlers, rather thantrying to teach culture to them.

Work Toward Representative Staffing.Caregivers of the same culture and languageas the children served should be employed.Cultural representation is needed at all levelsof staff and management.

3. Create Small Groups. Small group size isimportant because caregivers need to have amanageable number of cultures with which towork. With a small group, the opportunityexists to know every family is being servedwell.

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4. Use the Home Language. When the homelanguage is used and understood, the child'sfeeling of power and connection isstrengthened. Use of that language supportsthe child's identification with family andculture. In the experience of English-onlychild care, the child may come to reject thehome language. If parents do not speak thelanguage used in the program, allcommunication should be translated for them,and an interpreter should be available forconferences.

5. Make Environments Relevant. Providecultural continuity. Art, food, music, clothes,and photographs by themselves do notcommunicate what is most important aboutculture. Above all, interactions conveycultural beliefs and values to young children.Still, the environment should reflect tht,culture of the children and families served,not the cultures of the world. Then childrenfeel that who they are and where they comefrom are valued by the people who care forthem.

6. Explore Yoar Cultural Beliefs. Culture is asin:.isbie to us as water is to a fish.Everything that one does is culturallymeaningful. Values and beliefs influence theway we provide care. Doing things naturallyis important, but so is an awareness of howone's behavior affects the infant or toddler.

7. Be Open to the Perspectives of Others. Anawareness of multiple perspectives onchildrearing leads to respect for the beliefs ofothers. Sometimes we may become aware ofa cultural difference when parents or childrenact in a way that makes us uncomfortable.Their actions may reflect cultural values thatare different from our own. The power of ourown culture may lead us to judge an action asright or wrong when that action is simplydifferent from how we would act. Avoid

jumping to conclusions about the proper orbest way of doing something.

8. Seek Out Cultural and Family Information.Learn about families and how they raise theirchildren. Engage in frequent conversationsand read about the cultural heritage of thefamilies you serve. Be honest and open inpresenting information to parents. Visitcommunities and homes of families served,provided that families are open to home visits.Collecting information is an ongoing process.

9. Clarify Values. Things do not always gosmoothly even with communication. Getthings out it; the open. The caregiver mustrespect the parent's needs and requirements,and parents must be helped to appreciate that

certain things are necessary in the care oftheir children. Partnership with parents meansthat the parent has knowledge about the childthat is essential for the caregiver to do a goodjob. Parents need to know that the caregiveris open to frank conversation. Unless valuesare clearly discussed, no basis exists fornegotiating areas of genuine disagreements.

10. Negotiate Cultural Conflicts. Nothing thatfamilies do cannot be discussed betweencaregivers and parents. Negotiation is anessential part of caregiving. Balance what weknow with what parents know and what is inthe best interest of the child. Be open tochanging caregiving practices as a result ofnegotiation with parents.

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NATIONAL FORUMON

STRENGTHENING LINKAGES AND THE TRANSITIONBETWEEN EARLY CBILDHOOD EDUCATION AND

EARLY ELEMENTARY SCHOOL

NOVEMBER 5-6, 1992

PARTICIPANT LIST

ALASKA

Kathi WinemanFatly Childhood SpecialistAlaska Department of Education801 W. 10th StreetSuite 200Juneau, AK 99801-1894(907) 465-2841

ALABAMA

Linda W. StoryPrincipalJust 4 & 5 Development Laboratory2263 St. Stephens RoadMobile, AL 36617(205) 478-7001

ARKANSAS

Cathy GraceExecutive Director n

Southern Early Childhood AssociationP.O. Box 5403Brady StationLittle Rock, AR 72215-5403(501) 663-0353

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ARIZONA

Vivien DiasProject LearnValley of the Sun United Way1515 E. Osborn RoadP.O. Box 10748Phoenix, AZ 85014(602) 263-7701

Sylvia PolaccaInter-Tribal Council of Arizona, Inc.4205 N. 7th AvenueSuite 200Phoenix, AZ 85013(602) 248-0071

Amy Schlessman-FrostTEEM Follow ThroughCollege of Education AnnexUniversity of Arizona1415 N. FremontTucson, AZ 85719(602) 621-1360

CALIFORNIA

Paula AlexanderFar West Laboratory730 Harrison StreetSan Francisco, CA 94107(415) 565-3000

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Patricia GardnerCalifornia Department of Education560 J Street,Suite 220Sacramento, CA 95814(916) 322-6233

Younghee JangSouthwest Regional Laboratory (SWRL)4665 Lampson AvenueLos Alamitos, CA 90720(310) 598-7661

Peter L. MangioneFar West Laboratory180 Harbor DriveSuite 112Sausalito, CA 94965(415) 331-5277

Monica Scott-GreenAssociate Development Associates, Inc.1475 North BroadwaySuite 200Walnut Creek, CA 94596(510) 935-9711

Jon Ilita WhiteConsultantCompensatory Education OfficeCalifornia Dept of EducationP.O. Box 94244-2720721 Capitol MallSacramento, CA 94244-2720(916) 657-3823

COLORADO

Bertha D. Camp,_NY State Department of Education (formerly)500 Riverside Drive Box 907Basalt, CO 81621-0907(303) 927-4396

Sandra HarrisGovernor's Office on Familiesand Children136 State CapitolDenver, CO 80203(303) 866-2155

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DISTRICT OF COLUMBIA

Carolyn BreedloveNational Education Association1201 16th Street, N.W.Washington, D.C. 20036(202) 822-7310

Diane Dodge, PresidentTeaching Strategies, Inc.4545 42nd Street, N.W.Suite 306Washington DC 20016(202) 362-7543

Lisa GoldblattInstitute for Educational Leadership1001 Connecticut Avenue, NWSuite 310Washington, DC 20036(202) 822-8405

Kay HollestelleExecutive DirectorThe Children's Foundation725 15th Street, N.W.Suite 505Washington, DC 20005-2109(202) 347-3300

Lynn C. HolleyNational Association of Social Workers750 1st Street, N.E.Suite 700Washington, DC 20008(202) 336-8273

Regina KinnardMigrant Even StartUS Department of Education400 Maryland Ave, SWWashington, D.C. 20202(202) 401-0761

Greg D. KubiakCouncil for American Private Education1726 M Street, N.W.Suite 1102Washington, DC 20036(202) 659-0016

Leslie A. .awrenceResearch AnalystNational Education Goals Panel1850 M Street, NWSuite 270Washington, D.C. 20036-7590(202) 632-0952

Kathy LeslieEmployment & EducationU.S. General Accounting Office441 G Street, NWWashington DC 20548(202) 512-7044

Francis J. MethodSenior Education AdvisorResearch & Development BureauU.S.A.I.D., R & D/Education609 SA-18Washington, D.C. 20523(703) 875-4221

Pamela RubinNational Council of Teachers of Mathematics444 N. Capitol Street, N.W., Suite 422Washington, DC 20001(202) 624-8827

Bill ShepardsonCouncil of Chief State School OfficersOne Massachusetts Ave., N.W.Suite 700Washington, DC 20001(202) 336-7035

Mary SosaNational Educational Association1201 16th Street, N.W.Washington, DC 20036(202) 822-7570

Kate SniderAACTEOne Dupont Circle, N.W., Suite 610Washington, D.C. 20036(202) 293-2450

Helen Taylor, Executive DirectorNational Child Day Care Association1501 Benning Road. N.E.Washington, DC 20002(202) 397-3800

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Felicia M. ValdezChairpersonDevelopmental Disabilities State PlanningCouncilD.C. Children's Hospital111 Michigan Avenue, N.E.Washington, DC 20010-2970(202) 745-5600

S. Frances Watts-HenryDirector, Chapter 1 (SEA)Browne Junior High SchoolD.C. Public Schools26th & Benning Road, N.E.Washington, DC 20002(202) 724-4178

Josephine WilsonProgram CoordinatorEven Start ProgramEducational Consultant/Independent1301 Madison Street, N.W.Washington, DC 20011(202) 726-3606

Ted ZeungesEmployment & EducationU.S. General Accounting Office441 G Street, NWWashington, DC 20548(202) 512-7054

DELAWARE

Leslie A. JohnsonWilmington Head Start2200 N. Locust StreetWilmington, DE 19802(302) 429-0211

Martha ToomeyDelaware Early Childhood CenterMispillion & West StreetsHarrington, DE 19952(302) 398-8945

27

FLORIDA

Mary E. BryantEarly Childhood CoordinatorFlorida Department of Education325 W. Gaines Street, Suite 754Tallahassee, FL 32399-0400(904) 922-0034

Virginia GreenCollege of EducationFlorida State University236 Stone Building, B-195Tallahassee, FL 32306-3010(904) 644-0368

Barbara KnowlesExecutive DirectorPinellas County License Boardfor Children's Centers & Family Day Care4140 49th Street, NorthSt. Petersburg, FL 33709(813) 521-1853

Nancy LivesaySERVE Laboratory345 S. Magnolia Drive, Suite D-23Tallahassee, FL 32301(800) 352-6001

Jan McCarthy, DirectorCenter for Child & Family StudiesUniversity of South Florida4202 E. Fowler AvenueEDU 112Tampa, FL 33620(813) 974-3700

Sarah SprinkelEarly Childhood Program SpecialistOrange County Public Schools445 W. Amelia StreetOrlando, FL 32801(407) 849-3330

Marce Verzaro-O'BrienCurriculum DirectorEarly Childhood and Public PolicyEarly Childhood Professional Dev,Network/SCETV640 99th Street, OCEANMarathon, FL 33050(305) 289-2034

28

GEORGIA

Rosemary BurtonNational Child Care Association1029 Railroad StreetConyers, GA 30207(800) 543-7161

Cindy ChandlerEducational Testing Service1979 Lakeside ParkwaySuite 400Tucker, GA 30084(404) 934-0133

Leslie GraitcerBell South Foundation7 H08, 1155 Peachtree StreetAtlanta, GA 30367-6000(404) 249-2429

Deborah Childs-BowenSouth Eastern Regional Vision for Education41 Marietta Street, N.W.Suite 1000Atlanta, GA 30303(404) 577-7737

Ernestine P. SmithRegional PresidentCentral Savannah River EOARegion IV Head Start Association1029 Greene StreetP.O. Box 10104Augusta, GA 30903-2704(404) 722-0493

Kathy ThomasETS1979 Lakeside PkwySuite 400Tucker, GA 30084(404) 934-0133

:3 '4,

HAWAII

Ginger FinkEarly Education DivisionKamehameha Schools1887 Makuakane StreetBishop EstateHonolulu, HI 96817(308) 842-8845

Ermile HargrovePacific Region Educational Laboratory1164 Bishop StreetSuite 1409Honolulu, HI 96813(808) 532-1900

Alice KawakamiFar ly Childhood SpecialistPacific Region Educational Laboratory1164 Bishop StreetSuite 1409Honolulc. HI 96813(808) 532-1900

Keliet I. MinOffice of the SuperintendentHawaii Department of EducationPlanning and Evaluation Branch1390 Miller StreetRoom 411Honolulu, HI 96813(808) 586-3288

IOWA

Linda DevittSpencer Community SchoolsBox 7188Spencer. IA 51301(712) 262-2710

Jeanine HoughCoordinatorParent InvolvementUDMO, Inc.P.O. Box 519Graettinger, IA 51342(712) 859-3885

,3

IDAHO

Darrell K. Loos le, Ed.D.Associate State SuperintendentState Department of EducationLen B. Jordan Office BuildingBoise. ID 83720(208) 334-2111

Frances MathisonExecutive DirectorHead Start Region.X Training ConferenceLewis-Clark Early Childhood Program1805 19th AvenueLewiston, ID 83501(208) 743-6573

ILLINOIS

Judy CaplanNorth Central Regional EducationalLaboratory1900 Spring Road Suite 300Oak Brook, IL 60521(708) 571-4700

Barbara J. EvansAmerican Academy of Pediatrics141 Northwest Point Blvd.P.O. Box 927Elk Grove Village, IL 60009-0927(708) 228-5005

Carole HaymonJames Weldon Johnson SchoolChicago Public Schools420 South Albany AvenueChicago, IL 60623(312) 534-1829

Linda KolbuszDirectorProject TRANSFERCommunity School District #300300 Cleveland AvenueCarpentersville, IL 60110-1943(708) 426-1300

29

Linda G. Kunesh, DirectorEarly Childhood & Family EducationNorth Central Regional EducationalLab'oratory1900 Spring Road, Suite 300Oak Brook, IL 60521(708) 571-4700

Dr. Roslyn McClendonNorth Central RegionalEducational Laboratory1900 Spring Road, Suite 300Oak Brook, IL 60521(708) 571-4700

Minnie MurphyNHSA Board & CommitteeCEDAR4 North DesplainsChicago, IL 60661(312) 207-5444

Romon GongolevWellness FaciliatorProject TRANSFER School District 300Lakewood Elementary School1651 Ravine LaneCarpentersville, IL 60110(708) 426-1201

Shekeyah YehudaJames Weldon Johnson SchoolChicago Public Schools1420 S. Albany AvenueChicago, IL 60623(312) 534-1829

Arlene ZielkeNational PTA3724 W. 102 StreetChicago, IL 60655(312) 233-7553

INDIANA

Pamela Terry GodtRural Technical Assistance CenterPRC, Inc.2601 Fortune Circle FastSuite 300AIndianapolis, IN 46241(800) 456-2380

30

Peg Smith, DirectorStep Ahead ProgramIndiana Bureau of Child DevelopmentN2 W. Washington StreetRoom E-414Indianapolis, IN 46207-7083(317) 232-1145

KANSAS

Carol DermyerEarly Childhood EducationKansas State Board of Education120 E. 10th AvenueTopeka, KS 66612-1182(913) 296-7454

Lina GuebertEven Start210 S. Elm StreetBox LOgden, KS 66517(913) 587-2080

Marion O'BrienCo-DirectorKansas Early Childhood Research InstituteUniversity of KansasDole CenterLawrence, KS 66045(913) 864-4570

Alexa PochowskiResearch & Training Association, Inc.10950 Grandview Ave., Ste 300Corporate WoodsOverland Park, KS 66210(800) 922-9031

Gene RampEducational SystemsUniversity of KansasRaymond F. Nicholas HallLawrence, KS 66045-2969(913) 864-4447

Mabel L. Rice, Co-DirmtorKansas Early Childhood Research InstituteUniversity of KansasDole CenterLawrence, KS 66045(913) 864-4570

3 4'

Sharon RosenkoetterAssociate Professor-SpecialAssociated Colleges of Central Kansas105 E. Kansas AvenueMcPherson, KS 67460(316) 241-5153

KENTUCKY

Vickie P. Basham, DirectorDivision of Program ''....sourcesKentucky Department of Education500 Mero StreetFrankfort, KY 40601(502) 564-4970

Connie Jo SmithEarly Childhood Education SpecialistWestern Kentucky UniversityTraining and Technical Assistance Services344 College of EducationBowling Green, KY 42101(502) 745-4041

LOUISIANA

Mary Lou MaplesLouisiana Association, Children(LACUS)126 Comanche DrivePineville, LA 71360(318) 443-1562

Under Six

Linda 0. KennardChairmanGovernor's Rirly Childhood CommissionLouisiana State Dept of Education654 Main St., ESEA Chapter 1P.O. Box 508Baton Rouge, LA 70801(504) 342-3336

Yvonne LagasseLouisiana School Nurses Organization10128 Florence CourtRiver Ridge, LA 70123(504) 737-8237

Mary Lou MaplesLouisiana Association on Children Under Six(LACUS)126 Comanche DrivePineville, LA 71360(318) 443-1562

MASSACHUSETTS

Alan I. ChatesCoordinatorTransition ProgramWorcester Public Schools20 Irving StreetWorcester, MA 01609(308) 799-3206

Sondra LangerLesley College Graduate School14 Wendell StreetCambridge, MA 02138(617) 349-8416

Carol A MacNeillEarly Childhood SpecialistBureau of Early ChildhoodMassachusetts Department of Education1385 Hancock StreetQuincy, MA 02169-5183(617) 770-7552

Wyllys Terry, IIIEarly Childhood SpecialistRegional Laboratory for EducationalImprovement of the Northeast & Islanis300 Brickstone Square, Suite 900Andover, MA 01810(508) 470-0098

MARYLAND

Lee HavisExecutive DirectorInternational Montessori Society912 Thayer AvenueSilver Spring, MD 20910(301) 589-1127

3 5 31

Joan K. HerrenRegion III, Resource CenterUniversity of MarylandUniversity Blvd.& Ade lphi Rd.College Park, MD 20742-1630(301) 985-7840

Paula M. MintziesProgram ConsultantEdwin Gould Foundation for Children5004 Cloister DriveRockville MD 20852(301) 897-9654

Cassandra Peters-JohnsonAmerican Speech Language and HearingAssociation10801 Rockville PikeRockville, MD 20852(301) 897-5700

Elaine M. ChiarielloCompensatory Education BranchMaryland State Department of Education200 West Baltimore StreetBaltimore, MD 21201(410) 333-2430

Lee Havis, Executive DirectorInternational Montessori Society912 Thayer AvenueSilver Spring, MD 20910(301) 589-1127

Shari Ostrow ScherEarly Childhood SpecialistChapter I CoordinatorFrederick City Public Schools115 E. Church StreetFrederick, MD 21702

MAINE

Lisa LevinsonProject Even StartWaterville High SchoolBrooklyn AvenueWaterville, ME 04901(207) 873-2751

32

MINNESOTA

Pat HovenDirector of Community AffairsHoneywell, Inc.Honeywell PlazaP.O. Box 524Minneapolis. MN 55440-0524(612) 870-6821

MISSISSIPPI

Rita LaneMississippi State Department of EducationSuite 604, P.O. Box 771Jackson, MS 39205-0771(601) 359-3499

De Laura SaundersChoctaw Head StartMBCI Far ly Childhood EducationP.O. Box 6010Philadelphia, MS 39350(601) 656-5251

MONTANA

June AtkinsFar ly Childhood SpecialistMontana Office of Public InstructionCapitol StationHelena, MT 59620

NORTH CAROLINA

Barbara CarrNew Hanover County School SystemP.O. Box 3308Topsail Beach, NC 28445(919) 251-6180

Mike MathersChapel Hill TrainingOutreach Project800 Fastowne DriveSuite 105Chapel Hill, NC 27514(919) 490-5577

Richard L. Thompson. DirectorNorth Carolina Center for the

Advancement of TeachingCullowhee, NC 28723-9062(704) 293-5202

NEBRASKA

Harriet A. EgertsonAdministratorOffice of Child DevelopmentNebraska Department of Education301 Centennial Mall SouthLincoln, NE 68509(402) 471-3184

NEW HAMPSHIRE

Peter HigbeeTri-County Head Start610 Sullivan StreetBerlin, NH 03570(603) 752-7138

NEW JERSEY

Lorraine C. JohnsonRegional PresidentHead Start ProgramNorth Hudson Community Action7611 BroadwayNorth Bergen, NJ 07407(201) 869-3931

NEW MEXICO

Elizabeth BennettLas Cruces School District #2505 S. MainSuite 249Las Cruces, NM 88001(505) 527-5876

37

Kathryn HolmesProject Follow ThroughMacArthur Elementary SchoolLas Cruces School District #2655 N. Fourth StreetLas Cruces, NM 88001(505) 527-9556

Vicki SmithDirectorFederal ProgramsLas Cruces School District #2301 W. AmadorJ as Cruces, NM 88005(505) 527-5863

NEVADA

Bonnie AndrewsCommunity Services AgencyP.O. Box 10167Reno, NV 89510(702) 786-5743

Carla Eben-Sarabia601 Stewart StreetReno, NV 89502(702) 323-6743

Mark LangeClark County School District2832 East Flamingo RoadLas Vegas, NV 89121(702) 799-5239

NEW YORK

Marilyn J. Flood, Esq.Project DirectorChild Care Action Campaign330 7th Avenue17th FloorNew York NY 10001(212) 239-0138

Sharon Lee HolderDivision of Child Development ServicesNew York State Department of Education364 EBAAlbany NY 12234(518) 474-4947

33

Faith Lamb ParkerNational Council of Jewish Women Centerfor the Child53 West 23rd StreetNew York, NY 10010(212) 645-4048

Daniel C. LazorchickNational Elementary School CenterTwo East 103rd StreetNew York, NY 10029(212) 289-5929

Iris SrokaChildren's Television WorkshopOne Lincoln PlazaNew York, NY 10023(212) 875-6704

Diana RigdenDirector of Precollege ProgramsCouncil for Aid to Education51 Madison AvenueSuite 2200New York, NY 10010(212) 689-2400

Carolyn UmphriesChildren's Television WorkshopOne Lincoln PlazaNew York, NY 10023(212) 875-6100

Kathryn Sue UpdikeAssociate, Early Childhood EducationOffice of Parent PartnershipsNew York State Department of EducationRoom 364 EBAAlbany, NY 12234(518) 473-8372

OHIO

Tracey C. BathsNational School Age Child Care Alliance142 Norwood BoulevardZanesville, OH 43701(614) 453-7743

34

Ann S. Bardwell, Ph.D.Project DirectorChild Development CouncilFranklin County, Inc.398 S. Grant AvenueSuite 212Columbus, OH 43215(614) 221-1709

Pauline RadebaughBoard MemberNorth Central Regional EducationalLaboratory920 Kenwood LaneColumbus, OH 43220(614) 451-1169

Bernice Smith, Ph.D.SupervisorFar ly Childhood EducationColumbus Public Schools270 E. State StreetColumbus, OH 43215(614) 365-5822

Jane M. WiechelDirectorDivison of Early Childhood EducationOhio Department of Education65 South Front Street, room 202Columbus, OH 43266-0308(614) 466-0224

OREGON

Cliff EberhardtSpecialistChapter 1Oregon Department of Education700 Pringle Pkwy, S.E.Salem, OR 97310-0290(503) 378-3606

Rex HagansActing DirectorChild, Family & Community ProgramNorthwest Regional Educational Laboratory101 S.W. MainSuite 500Portland, OR 97204(503) 275-9543

OKLAHOMA

Judy TowryUnited CAP Head StartP.O. Box 384Pawnee, OK 74058(918) 762-2561

PENNSYLVANIA

Janet R. CornwellResearch for Better Schools444 N. 3rd StreetPhiladelphia, PA 19123(215) 574-9300

Anne M. Doerr, DirectorLycoming-Clinton Head StartPennsylvania Head Start AdministratorsAssociationP.O. Box 1328Williamsport, PA 17703-1328(717) 326-0587

Barbara GillEven StartReading Area Community CollegeP.O. Box 1706Reading, PA 19603(215) 372-4721

Gail G JacksonPresident-ElectPAFPC/PDE Early Childhood ConferenceCoatesville Area School District1515 E. Lincoln HighwayCoatesville, PA 19320(215) 383-7900

Grace Asberry JonesReading School DistrictAmanda E. Stout Elementary School321 South Tenth StreetReading, PA 19602(215) 371-5816

3 9

Sandra JosephCoordinatorPennsylvania State Collaboration ProjectOffice of the Governor506 Finance BuildingHarrisburg, PA 17126-0333(717) 787-8595

Connie ShaferExecutive DirectorBlair County Head Start319 Sycamore StreetAltoona, PA 16602(814) 946-5247

Susanna VargaCoalesville Area School District1515 Fast Lincoln HighwayCoalesville, PA 19320(215) 383-3770

RHODE ISLAND

Barbara C. BurgessRhode Island Department of Education22 Hayes StreetProvidence, RI 02908(401) 277-3505

Charlotte DiffendaleSpecialistEarly Childhood, Literacy ProgramsRhode Island Department of Education22 Hayes StreetProvidence, RI 02908(401) 277-6890

SOUTH CAROLINA

Rubye H. JonesSHARE Greenville-Pickens Sun Belt HumanResources652 Rutherford RoadGreenville, SC 29609(803) 2334019

35

TENNESSEE

Kathy GreenbergCOGMET ProjectThe University of Tennessee243 Claxton AdditionKnoxville, TN 37996-3400(615) 974-0797

Barbara NyeExecutive DirectorCenter for Research in Basic SkillsTennessee State University330 10th Avenue NorthNashville, TN 37203(615) 251-1540

TEXAS

Clara ByarsParent/Child Incorporated1000 W. HarrimanSan Antonio, TX 78207-7900(512) 226-6232

Gwen ChanceDirector, Texas Collaboration ProjectOffice of the GovernorState of TexasP.O. Box 12428Capitol StationAustin, TX 78711(512) 463-2198

Michele A. GoadyProject DirectorHead Start Transition ProjectDallas Independent School District3700 Ross AvenueP.O. Box 53Dallas, TX 75204(214) 824-1620

Emigdio Gonzalez, IIISouthwest Educational DevelopmentLaboratory3550 Mark JasonEl Paso, TX 79936(915) 857-1185

36

Rose LopezFabens ISP.O. Box 697Fabens, TX 79838(915) 764-3339

Helen LopezFaxentiChild Incorporated1000 W. HarrimanSan Antonio, TX 78207-7900(512) 226-6232

Lelia OnsurezClint Independent School District14609 ShogunEl Paso, TX 79936(915) 857-0658

Patricia PhippsAssistant ProfessorCollege of EducationUniversity of Houston4800 CalhounHouston, TX 77204(713) 440-4181

Elizabeth RodriguezHead Start ParentRegion XIX Education Service CenterEl Paso Head Start Program6611 Boeing DriveEl Paso, TX 79925(915) 779-3737

Cindy Rojas-RodriguezSenior- Training, Technical AssistanceAssociate

Southwest Educational DevelopmentLaboratory211 E. 7th StreetAustin, TX 78701-3281(512) 476-6861

Irene RosalesEducation CoordinatorRegion XIX Education Service CenterHead Start Program6611 Boeing DriveEl Paso, TX 79925(915) 779-3737

Joe SeguraParent/Child Incorporated1000 W. HarrimanSan Antonio, TX 78207-7900(512) 226-6232

UTAH

Bonnie NorrisCommunity Family Partnership Proje.:tUtah State UniversityCPD-6800Logan, UT 84322(801) 750-2008

VIRGINIA

Brian CurryAssociation for Supervision

and Curriculum Development1250 N. Pitt StreetAlexandria, VA 22314(703) 549-9110

Paulette JacksonArlington County Department of HumanServices2100 Clarendon BoulevardArlington, VA 22201(703) 358-3341

Jacqueline GardnerHead Start--WilliamsburgP.O. Box HKWilliamsburg, VA 23185(804) 229-6417

Anne Goldstein, DirectorLaurel Learning CenterReston Interfaith, Inc2355-D Hunters Woods PlazaReston, VA 22091(703) 476-6585

Margaret GurkinAugusta County Public SchoolsRoute 1, Box 252Fishersville VA 22939(703) 885-8153

4 1

Ann HansboroughPrince William County Public SchoolsP.O. Box 389Manassas, VA 22111(703) 791-7245

Lisa HuntingtonRegion III RAPHead Start Resource Access ProjectP.O. Box 299Lightfoot, VA 23090(800) 237-7273

George H. IrbyChapter 1Virginia Department of EducationP.O. Box 2121Richmond, VA 23216(804) 225-2707

Carolyn JacksonCoordinatorSchool Age ProgramsLaurel Learning Center/Reston Interfaith, Inc.2355-D Hunters Woods Pth7a.Reston, VA 22091(703) 476-6585

Linda LikinsDirector, Governmental ProgramsNational Head Start Association201 North Union StreetSuite 320Alexandria, VA 22314(703) 739-0875

Marilyn MerrittConsultant2706 North Key BoulevardArlington, VA 22201-4004(703) 276-9628

Luzanne PierceTechnical Assistance SpecialistNational Association of State Directors ofSpecial Education, Inc.1800 Diagonal RoadSuite 320Alexandria, VA 22314(703) 519-3800

37

Thomas Schultz, DirectorCenter on Educational Servicesfor Young LearnersNational Assoc.of State Boards of Ed.1012 Cameron StreetAlexandria, VA 22314(703) 684-4000

Candace SullivanNational Association ofState Boards of Education1012 Cameron StreetAlexandria, VA 22314(703) 684-4000

Mollie H. ThurstonRoanoke City Public SchoolsP.O. Box 13145Roanoke, VA 24031

Missy WebbNational Child Care Association8611 Virginia AvenueAnnandale, VA 22003(703) 352-3188

Bob WitherspoonEducation Consultant--Chapter 1 Parents402 Queens RowHerndon, VA 22070(703) 437-3454

VERMONT

Judith GeraldDirectorEarly Childhood ServicesBrattleboro Town School District218 Canal StreetBrattleboro, VT 05301(802) 254-3742

Lois A. HolbrookFrly Childhood AssociateNortheast Regional Resource CenterTrinity College of VermontInstitute for Program Dev.Burlington, VT 05482(802) 658-5036

38

WASHINGTON

Mary E. Carr, SupervisorFar ly Childhood EducationOffice of Public InstructionOld Capitol Building FG11P.O. Box 42700Olympia, WA 98504-7200(206) 586-2263

Mary FrostCommunity DevelopmentEarly Childhood Educationand Assistance Program906 Columbia Street, SWMail Stop GH-51Olympia, WA 98504(206) 753-4106

Gary Johnson, DirectorSchool Effectiveness ModelFollow Through SponsorWashington Research Institute180 Nickerson StreetSuite 103Seattle, WA 98109(206) 285-9317

WISCONSIN

Jeanne M. BitkersProgram CoordinatorThe Early Learning CentersSheboygan Area School District721 N. 6th StreetSheboygan, WI 53081(414) 458-9693

Elizabeth GraueAssistant ProfessorEarly Childhood EducationUniversity of Wisconsin Madison225 N. MillsMadison, WI 53706(608) 263-4674

Suzanne M. HoppeHead Start of Central Wisconsin104 West Franklin StreetPortage, WI 53901(608) 742-5329

Linda YoungExecutive DirectorRenewal Unlimited, Inc.Head Start of Central Wisconsin135 Linn, Box 77Baraboo, WI 53913(608) 356-8764

WEST VIRGINIA

Patricia J. GraceyExecutive DirectorNorthern Panhandle Head Start, Inc.51 1 lth StreetWheeling, WV 26003(304) 233-3290

Lynn JonesSummit Center for Human Development6 Hospital PlazaClarksburg, WV 26301(304) 623-5666

Barbara MerrillGovernor's Cabinet on Children & Families2 Players Club DriveCharleston, WV 25311(304) 558-0600

Carol PerroncelStaff AssociateEvaluation and Planning UnitAppalachia Educational LaboratoryP.O. Box 1348Charleston, WV 25325(800) 624-9120

et 339

U.S. DEPARTMENT OFEDUCATION

Ches ApplewhiteOERIU.S. Department of Education555 New Jersey Avenue, N.W.Washington, DC 20208-5644(202) 219-1523

Eve BitherDirector, Programs for the Improvement

of Practice, OERIU.S. Department of Education555 New Jersey Avenue, N.W.Washington, DC 20208-5644(202) 219-2164

Jim ButtonSpecial Education & Rehabiliation ServicesUS Department of Education330 C Street, S.W.Room 3121Washington, DC 20202(202) 205-8239

Carter CollinsOERIU.S. Department of Education555 New Jersey Avenue, N.W.Washington. DC 20208-5644(202) 219-2194

John CoulsonOERIU.S. Department of Education555 New Jersey Avenue N.W.Washington, DC 20208-5644(202) 219-2133

Peggy CvachU.S. Department of Education330 C Street, S.W.Room 4609Washington DC 20202(202) 205-9807

40

John EgermeierOERIU.S. Department of Education555 New Jersey Avenue, N.W.Washington, DC 20208-5644

(202) 219-2119

Tom FaganChapter 1U.S. Department of Education400 Maryland Avenue, S.W.Room 2043Washington, DC 20202(202) 401-1682

Barbara HeflinU.S. Department of Education400 Maryland Avenue, S.W.Washington, DC 20202

Yvonne HicksU.S. Department of Education400 Maryland Avenue, S.W.Room 2004Washington, DC 20202(202) 401-1682

Harold HimmelfarbOERI Liaison, Center for Research

on Effective Schooling for DisadvandagedU.S. Department of Education555 New Jersey Avenue, N.W.Room 624Washington, DC 20208-5646(202) 219-2031

David JacksonU.S. Department of Education400 Maryland Avenue, S.W.Washington, DC 20202

Susan KleinOERIU.S. Department of Education555 New Jersey Avenue, N.W.Room 627JWashington, DC 20208(202) 219-2038

4

Susan KleinOERIU.S. Department of Education555 New Jersey Avenue. N.W.Room 627JWashington, DC 20208(202) 219-2038

Jean KlingeChapter 1U.S. Department of Education400 Maryland Avenue, S.W.Room 2043Washington, DC 20202(202) 401-1682

Clara Lawson-HolmesOERIU.S. Department of Education555 New Jersey Avenue. N.W.Washington, D.C. 20208(202) 219-2028

Mary Jean LeTendreChapter 1U.S. Department of Education400 Maryland Avenue, S.W.Room 2043Washington, DC 20202(202) 401-1682

Thelma LeenhoutsDirector of OutreachOERIU.S. Department of Education555 New Jersey Avenue, N.W.Room 302DWashington, DC 20208-5570(202) 219-1569

John T. MacDonaldAssistant Secretary for Elementary

and Secondary EducationU.S. Department of Education400 Maryland Avenue, S.W., RoomWashington, DC 20202(202) 401-0113

Carol MitchellOERIU.S. Department of Education555 New Jersey Avenue N.W.Washington, DC 20208-5644(202) 219-2128

Nancy Pau luProject OfficerResearch Applications Division. OERIU.S. Department of EducationC5 New Jersey Avenue, N.W.Rm 508JWashington, DC 20215(202) 219-2110

Ramon RuizOESE/OMEU.S. Department of Education400 Maryland Avenue, S.W.Rm 2149Washington, DC 20202(202) 401-1112

Marshall SashkinOERIU.S. Department of Education555 New Jersey Avenue. N.W.Washington, DC 20208-5644(202) 219-2120

Doris F. SlighChapter I / OERIU.S. Department of Education400 Maryland Ave, S.W.Washington, D.C. 20202(202) 401-0712

Charles StaffordOERIU.S. Deparment of Education555 New Jersey Avenue, N.W.Washington, DC 20208(202) 219-2126

Sheryl SteinOERIU.S. Department of Education555 New Jersey Avenue, N.W.Room 602

2189 Washington, DC 20208(202) 208-0587

Joyce SternU.S. Department of Education555 New Jersey Avenue, N.W.Washington. DC 20208-5644(202) 219-2195

4 1

Maris VinovskisResearch Advisor, OERIU.S. Department of Education555 New Jersey Avenue, N.W. room 602GWashington. D.C. 20208-5530(202) 219-2006

Barbara J. WellsOBEMAU.S. Department of Education400 Maryland Avenue, S.W.Washington, DC 20202-6642(202) 205-8840

Joseph WilkesOERIU.S. Department of Education555 New Jersey Avenue, N.W.Washington, DC 20208-5644(202) 219-2186

Janice H. WilcotOffice of Postsecondary EducationU.S. Department of Education400 Maryland Avenue, S.W.Room 3006, ROB 3Washington, DC 20202(202) 708-4654

42

U.S. DEPARTMENT OFHEALTH AND HUMANSERVICES

Martin GerryAssistant Secretary for Planning

and EvaluationU.S. Dept. of Health and Human Services200 Independence Avenue, S.W.Suite 415-FWashington, DC 20201(202) 690-7858

Allen SmithSpecial Assistant to AssociateCommissioner for Head Start BureauU.S. Dept. of Health and Human Services330 C Street, S.W., Room 2310 DWashington, D.C. 20201(202) 205-8566

Doug KlafehnActing Associate Commissioner forHead Start BureauU.S. Dept. of Health and Human Services330 C Street, S.W.Washington, D.C. 20201(202) 205-8567

4ED/OERI 93-12

9

ISBN 0-16-042937-4

780160 42 378

9 0 0 0 0

11. i

UniteJ StatesDepa7Trent cf Education

I r-,cs:age anc Fees Pl.:2I

I

Vasmigtcn. DC 20208-5E47U.S. Department of ET...oaf:on', i Permit No. 3-17

Officiai BusinessPPnaity cor Private Use. $300

pip 93-1112

48

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