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Prominent among the new models of social service delivery are organizations providing comprehensive, community-based supports and services (CCBSS) to children and their families. A needs analysis explored CCBSS sites' interest in and readiness to use a software tool designed to help them make more effective internal resource allocation decisions and demonstrate the cost-effectiveness of comprehensive approaches to providing services to children and families. Based on data obtained from eight CCBSS sites in California, the analysis assessed three critical factors: (1) incentives for using such a system; (2) data inputs; and (3) information processing and staff capacity. The findings indicated that CCBSS sites perceived the need for and were interested in strengthening their cost accounting and decision support analysis capabilities. They anticipated growing demand for providing comprehensive, detailed outcome and service information as managed care and results-based budgeting become more prevalent. Computer information systems were found to be focused primarily on required accounting and billing functions. Information technology staff capacity was lean, not readily accessible to multi-agency sites, and likely not adequate for additional information processing tasks. Data from revenues, costs, services, and outcomes are necessary to perform the full range of analyses envisioned for the software. The analysis concluded that successful implementation of a cost account/decision support software system in the CCBSS environment will require building on existing incentives and capacity in the field and making new investments in information technology, data development, and staff capacity. (Author/KB)

The federally funded Even Start Family Literacy Program supports local family-centered education projects intended to help families with young children break the cycle of poverty and illiteracy. This report documents the efforts of nine Even Start projects that demonstrate promising practices in serving infants and toddlers and their families. The criteria used to select projects included: (1) evidence of practices grounded in developmentally appropriate models for infants and toddlers; (2) project maturity of at least 3 years; (3) annual, per-family operating costs of less than $5,000; (4) evidence of relationships with other organizations or service providers to enhance and sustain services for infants and toddlers and their families; (5) evidence of positive outcomes for families served; and (6) intensity of services provided to infants and toddlers. Chapters are: (1) background for the study; (2) early childhood education for infants and toddlers in the nine projects; (3) the projects' work in parenting education; (4) comprehensive services across the nine projects; (5) contextual factors that shape service delivery in the nine projects; (6) local evaluation and outcomes in the nine projects; and (7) policy recommendations. Appendices present profiles of the nine case study sites and supplemental quality indicators for Even Start family literacy projects serving infants and toddlers. (EV)

This document considers the discretionary time use of young adolescents. Five domains of out-of-school time use are described: (1) activities alone or with friends; (2) activities with parents; (3) in-home or out-of-home chores, jobs and responsibilities; (4) organized activities including participation in recreational and cultural programs supervised by adults; and (5) television viewing and use of other media. Patterns of time use across all of these domains are examined. Time use research is reviewed that documents the increasing importance of peer relations and the increasing divergence in the activity sets of boys and girls. It is noted that early adolescents spend little time with their parents and families; eating and television viewing tend to be the most frequent family activities. The examination of chores, jobs, responsibilities, and earned income reveals the changing views of the capabilities of boys and girls; reinforcement of role stereotypes; and the desire among young people to earn money. The research reviewed suggests that television viewing peaks in early adolescence and begins to decline through the middle school years. A tremendous diversity within the domain of organized activities is noted. A section on the linkages between time use and the provision of public and non-profit sector services notes that young adolescents do not spend much time in activities sponsored by these sectors. The document concludes by noting several research priorities for the future. (NB)

The National Center for Children in Poverty has recently conducted research on case management in service integration projects, with the core information coming from 16 projects for children around the country. This brief describes the training and experience that case managers bring to their jobs and receive on the job, how prepared they feel to perform their jobs, and how case managers are supervised. Results indicated that case managers rely on prior experience and on-the-job training to strengthen their competence and confidence in working with clients and that formal education and orientation are less useful to case managers in preparing them for work. Projects hire staff members whose general qualifications meet the basic requirements for the job, but the fit between the backgrounds of new employees and necessary job skills is rarely sufficient to eliminate the need for orientation and staff development. Unfortunately, staff development is frequently an ad hoc and informal process. Supervision also tends to be informal, at least in terms of clinical content. The environments in which most case managers work call for wide-ranging skills and knowledge, but most training and degree programs emphasize specialization. (Contains two figures and three tables.) (SLD)

This publication evaluates The Robert Wood Johnson Foundation school-based health care centers for medically underserved populations. On-site visits and interviews with staff provided data on the experiences of 24 secondary school-based health centers from their design phase through full-scale operation. The report reviews issues that affect all health centers such as dealing with controversy, making decisions about the centers' location in the schools, working with school nurses, and incorporating school staff. Discussion about the delivery of medical and psychosocial service reveal the comprehensive approach these health centers use. Sections on personnel and organizational management show: (1) the importance of the nurse practitioner or physician's assistant; (2) the benefits and disadvantages of using staff contributed by multiple organizations; and (3) ways to make the health center's environment appealing to students. The report also assesses: the development of relationships among health center staff, school staff and students, including confidentiality practices; impact on classroom instruction; response to emergencies; and costs and funding mechanisms for facility operations. The report concludes with lessons for further initiatives. (Contains 17 references.) (LL)