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DOCUMENT RESUME
ED 119 856 PS 000 430
AUTHOR Collins, BetsyTITLE A Progress Report for the Vermont Interagency Council
on Child Development.INSTITUTION New England Program in Teacher Education, Durham,
N.H.; Vermont State Dept. of Education,Montpelier.
PUB DATE Apr 75NOTE 221p.; Occasional light print
EDRS PRICE MF-$0.83 HC-$11.37 Plus PostageDESCRIPTORS *Child Development; Correctional Rehabilitation;
Educational Programs; Human Services; Mental Health;*Needs Assessment; Parent Education; ProgramCoordination; Program Descriptions; Social Services;Social Welfare; *State Agencies; State Legislation;*State Programs; *Welfare Services
IDENTIFIERS *Vermont
ABSTRACTThis report offers an assessment of the status of
child development programs in Vermont based on information gatheredby the Interagency Council on Child Development which was created bythe Vermont legislature in 1974. Program descriptions for each statedepartment, division and agency represented on the Council, andseveral not represented, are included in the report: the humanservices agency, corrections department, health department, mentalhealth department, social and rehabilitation services department,social welfare department, education department, governor'scommission on administration of justice, office of child developmentand University of Vermont extension service. Research and informationmeetings resulted in the identification of four generalizedcategories of findings: positive dynamics, duplication of services,gaps in services, and problem areas. These findings are discussed andCouncil recommendations are outlined. The appendix includes maps ofthe agency, department and division geographic boundaries. (ED)
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* of the microfiche and hardcopy reproductions ERIC makes available *
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A
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Depaittment
o6
Educat,Lon
INTERAGECY COUNCIL
ON CHILD DEvELOPOT
A PROGRESS REPORT
FROti THE
and
Ap-e, 1975
3
a
INTERAGENCY COUNCIL
Agency of Human Services Department of Education
on
Child Development
Progress Report March 1975
LETTER OF TRANSMITTAL
To the General Assembly of the State of Vermont
In accordance with the provisions of Bill 245 (an Act to add 33 VSA
Chapter 46 relating to Child Development) a report of the Interagency
Council on Child Development is herewith submitted for your consideration.
Respectfully submitted,
Thomas C. Davis, SecretaryAgency of Human Services
S Garman, DirectorSpecial Education
Department of Education
Jo ph S Handy, CommissionerDepartment of Social and Reha
Services
Robert . Okin, CommissionerDepartment of Mental Health
Paul R.Philbrook,CommissionerDepartment of Social Welfare
litation
a)Anthony Ro , CommissionerDepartment of health
K rlene V. Russell, irectorEl entary and Secondary EducatioDepartment of Education
i\ t, ,I )
R.Kent Stoneman, CommissionerDepartment of Corrections
ii.Marga let H. Trautz, Ac
DirectorPlanning DivisionAgency of Human Services
Robert A. ithey, Commis bnerDepartment of Education(Chairman)
PREFACE
The Interagency Council on Child Development was created by the
1974 Legislature to assess the status of Child Development programs in
Vermont. The Legislative charge states that the Council submit a re-
port to the 1975 Legislature.
The Council feels it has made a good beginning on a task of impor-
tance to providers and consumers of child development services. It
has educated itself on the wide variety of programs represented by its
membership. It has discussed issues involving improved delivery of
services and coordination of inter-departmental programs. It has .
collected a base of data on State programs impacting on children 0-18
years of age.
The Council has also come to agreement on the focus its efforts
should take in the future. Its next task will involve examination of
the area of early childhood development. With increasing emphasis on
this ear,y childhood period at national, state and local levels by
providers and consumers alike, the Council believes examination will
be a worthy investment in time, planning and assessment of programs.
0
6
iii
ACKNOWLEDGEMENTS
A report on a subject as complex and far reaching as Child
Development in Vermont has required the input of many people.
Council members; departmental staff personnel; providers of children's
services throughout the State; consumers of services, i.e. parents
and children ; present and former members of the Legislature and pro-
fessionals from other states have all provided insights, data and sup-
port for the Council. The Council extends its appreciation to those
observers who have attended its meetings, who have maintained consis-
tent productive support from the beginnings of a valuable endeavor.
Its appreciation to all who have helped is cordially extended. Vermont
is fortunate to have the services of so many dedicated people who want
the best for its children. The Council membership recognizes the
dedication and perseverance it takes to do a job well. It is hoped
that acknowledgement in this report is taken as individual thanks to
all whose interest and energies have helped.
Funding for the Interagency Council on Child Development staff
was made possible through the cooperation of the Agency of Human
Services, Department of Education and the New England Program for
Teacher Education. The spirit of mutual cooperation which made this
possible has been appreciated by the Council. Such cooperation both
interstate and interagency has contributed towards our goal of high
quality of delivery of services to children.
TABLE OF CONTENTS
Letter of Transmittal
Preface
Acknowledgments
Chapter I - History of Interagency Council
Definition of Task
Chapter II - Program Descriptions
A. Council Programs
Human Services Agency
Corrections Department
Health Department
Mental Health Department
5
7
21
29
47
Social and Rehabilitation Services Department 77
Social Welfare Department 91
Education Department 95
B. Non-Council Programs
Governor's Commission on Administration of Justice 139
Office of Child Development 143
University of Vermont Extension Service 149
Chapter-III Findings
Positive Dynamics 153
Duplication of Services 158
Gips in Services 162
Problem Areas 165
Reviev of Bill 245 170
Problem Statements 175
vii
8
Chapter IV - Recommendations -195
Appendix Departmental State Maps _203
Bill 245 245
Bibliography 249
CHAPTER I
HISTORY OF THE COUNCIL
Creation of the Interagency Council by the 1974 Legislature was the
result of increasingly intense focusing on problems involving Child
Development. Issues involving day care programs and their level of
funding; alternatives to institutional care for children of all ages;
and a growing awareness of the importance of parenting skills as a
preventive measure were among the wide variety of concerns addressed
by the Legislature and the public at large.
State-wide conferences such as the conference on Juvenile Justice
and Child Placement, the Alternatives sponsored by the Governor's
Committee on Children and Youth; Children and Risk sponsored by the
Vermont Conference f'r Social Concerns indicated a continuing concern
to assess exactly what is happening to Vermont children. Reports in-
cluding the "Committed Children's Study"; the "Governor's Commission
of the Status of Women Report on Day Care" and the anticipated Depart-
ment of Education position paper on "Early Childhood" are indicators
of the need and concern to document problems and devise solutions in
the area of Child Development. Moreover, the desirability of maintain-
ing interagency planning is seen as increasingly important in these
times of economic pressures.
The issue of how to prioritize, coordinate and plan these programs
necessary for the healthy growth of Vermont children becomes a dominant
one. The variety and complexity of Federal, State and Local programs
which impact on the lives of children in combination with the programs
10-1-
meetings has been a valuable addition. Also, the relationship between
participants and involved departments has been strengthened. Informa-
tion about individual departments and their programs has been found to
be most useful for those in the children's advocacy role. It is the
intent of the Council to continue open meetings and to increase the
involvement of observers possibly with membership at the subcommittee
level in a resource capacity. Groups who attended consistently
include: Vermont League of Women Voters; Children First; Governor's
Committee on Children and Youth; University of Vermont Extension
Service; Elm Hill School; Governor's Commission on the Status of Women;
Parent-Child Center, Barton;Headstart Directors Association; Day Care
Advisory Council; Vermont YWCA; Governor's Commission on the Adminis-
tration of Justice; and Office of Child Development. In addition,
observers included UVM students, and private citizens. Former
Representative Kenalene Collins, Readsboro, attended one meeting and
gave testimony to the Council.
The Council convened for a total of nine meetings, in addition to
a Council panel presentation given twice at the Annual Meeting of the
Vermont Conference for Social Concerns. An entire morning period was
blocked out for each meeting.
Definition of the Task
Meetings were utilized for five general purposes.
1. Definition of the task to be accomplished by the Council.
2. Informational sessions with presentations by each Agency,
Department and Division represented.
3. Identification of problem areas.
4. Planning for future implementation of programs.
11-2-
0
5. Discussion of impacts on child development programs. These
areas include discussion of social, economic and philosophical
considerations.
The Bill which created the Interagency Council included provision
for a staff member to function as Executive Secretary. Her duties in
addition to scheduling and arranging meetings, preparing agenda and
minutes also included collection of data about child development.
These duties involved investigating the nature of programs throughout
the State; consulting with concerned professionals and other community
members on occurrence of problems, and determining what solutions seem
possible. Collecting and disseminating information about existing
programs has become an increasingly important part of the Executive
Secretary's role. The Executive Secretary also has been active in
promoting and supporting local and regional efforts to coordinate
programs.
CHAPTER II
PROGRAM DESCRIPTIONS
The following materials include program descriptions in each
Department, Division and Agency represented on the Council. In
addition materials presented to the Council by organizations not
represented on the Council but with programs with significant im-
pact on children are included. Organizations providing supplementary
materials are the Office of Child Development, Governor's Commission
on Administration of Justice and the University of Vermont Extension
Service.
Agency and Department Programs in order of appearance follow:
Human Services Agency
Corrections Department
Health Department
Mental Health Department
Social and Rehabilitation Services Department
Social Welfare Department
Education Department
AGENCY OF HUMAN SERVICES
GOALS
TO MAINTAIN A DECENT STANDARD OF LIVING FOR THOSE DEPENDENTINDIVIDUALS FOR WHOM THERE ARE NO OTHER ALTERNATIVES
TO PREVENT DEPENDENCE OF INDIVIDUALS ON PUBLIC INSTITUTIONSAND RESOURCES
TO PROVIDE A ;`.ERNS FOR MOVING THOSE INDIVIDUALS FOR WHOM ITIS APPROPRIATE FROM INSTITUTIONS TO COMMUNITY-BASED SERVICES
INSURE THAT EACH GOAL IS ACHIEVED IN A MANNER THAT:
* MEETS INDIVIDUALS NEEDS, and
* MAXIMIZES HUMAN POTENTIAL
14
-7-
AGENCY PRIORITY OBJECTIVES CONTINUE TO BE:
* DE-INSTITUTIONALIZATION
* PREVENTION PROGRAMS
* IMPROVED RESOURCE PLANNING, MANAGEMENT
AND COORDINATION
* INSURE DECENT STANDARD OF LIVING THROUGH
INCOME MAINTENANCE PROGRAMS
IN ADDITION AHS WILL GIVE PARTICULAR FOCUS TO:
* INCREASED ACCOUNTABILITY TO CLIENTS AND
TO THE PUBLIC'
* VERMONT'S HEALTH CARE SYSTEM2
--COST OF MEDICAL CARE
--ORGANIZATIONAL ISSUES
--LONG TERM CARE
--HOME CARE AND OTHER ALTERNATIVES
'Report on human services' client and public accountabilityefforts will be provided on November 30, 1975.
2Special report on Vermont health care issues will be completed
March 15, 1975.
i5-87
AGENCY OF HUMAN SERVICES ACTIVITIES
1973 through 1974
During the last two years, the Agency of Human Services through
its central office staff (Planning Division and Administrative
Services Division) has directed its activities at two overall objec-
tives:
* Improving the human services delivery system
through increasing service resources and
coordination at the local level.
* Improving management, planning, program
development and evaluation through coordination
of services and administrative functions,
elimination of duplication of effort and technical
assistance to departments.
The activities listed on the following pages are examples of
Agency efforts directed at improving human services programs,
increasing available resources and increasing savings to the State.
16
-9-
OBJECTIVE: TO MAKE MAXIMUM UTILIZATION OF ALL AVAILABLE RESOURCESFOR SERVICES
AHS has been able to increase community-based services through more
efficient utilization of federal funding of programs for Vermont.
1. Title IV-A/VI Expansion
AHS developed a plan for enabling increased utilization of these
federal programs amounting to $2,266,872 with no additional use
of State General Funds. Examples of services (new or expanded)
resulting from these efforts:
* Community-based services for mentally $268,641retarded (sheltered workshops, dayactivity, screening, therapy)
* Community services for mentally ill 105,123
(Vermont State Hospital aftercare)
* Alcohol treatment services 77,640
* Transportation to services(day care, mentally retarded)aged, blind and disabled)
In addition, Title IV-A/VI has been utilized to prevent reduction
of the following services that would have been effected by budget
reduction:
* Public Health Nursing $ 50,000
* Department of Corrections, field staffand alternate care for juveniles
* Social Services staff, homemaker servicesand transportation
175,000
* Ma'sgement and accounting functions 50,000
* Match for 0E0 programs 15,000
* Blind services 23,250
$513,250
17-10-
2. Medicaid Expansion Test
AHS increased home care services by matching Home Health
Agencies' State appropriation with Title XIX funds, enabling
an increase of $60,000 in services for over 320 clients who
might otherwise require institutional care.
3. Capacity Building_ Grant
In recognition of AHS progress in developing coordinated manage-
ment and service delivery, HEW has awarded the Agency a $60,000
grant to continue and expand these efforts. These funds are
providing staff support in the Agency's Planning Division.
4. Alternate Care Review Board
Through an LEAA grant, funds have been made available to AHS to
increase purchase of services for Department of Corrections!
clients, to provide seed grants for developing alternate care
resources at the community level and to develop within AHS a
coordinated system for licensing, rate-setting, monitoring and
evaluation of alternate care facilities. Total amount of the
grant is $270,000.
5. EPSDT
Early Periodic Screening, Diagnosis and Treatment (EPSDT) Program
was developed through coordination of existing AHS and Department
staff and utilizes existing community resources for providing
services. Annual savings of $270,000 in federal penalties if
program had not been implemented.
18
6. GA /Manpower Work Experience Program
ABS assisted in developing plan application for short term,,-..
employment programs for GA clients.
7. Medicaid Program at State Hospital for "Under 21" Population
AHS caused the immediate implementation of the federally funded
program at Vermont State Hospital. This produced $85,666 in
Federal recoveries in the first six months, heretofore unused.
19
-12-
OBJECTIVE: TO IMPROVE RESOURCE PLANNING, MANAGEMENT ANDCOORDINATION; TO PREVENT DUPLICATION OF EFFORT
The following on-going AHS activities are carried out in an effort
to assure that there is minimal duplication of services, coordinated
planning for the development of any new service and more efficient
utilization of all resources. These functions have been developed
by utilizing existing staff resources.
1. State Plans
AHS is the single state agency for the following State Plans:
* Aging Plan * Title IV-A and VI
* Developmental Disabilities * Drug Treatment Plan
* Food Stamps * Alcohol Plan
* Income Maintenance * Title XIX Plan (Medical Services)
* Vocational Rehabilitation
AHS Planning and Administrative Services staff review all State
Plans to assure that there is continuity of goals and objectives,
coordination of services and resources without duplication.
2. Contract Review
AHS has initiated contract review procedures. Departments wishing
to enter into contracts with private service providers, consulting
firms, etc. must submit statements of intent to the Agency.
Contract review allows for early ider,'-ification of potential du-
plication, for coordinated planning at an initial stage of develop-
ment and for notification to Departments of the availability of
new resources.20-13-
3. Title IV-A/VI Single Organizational Unit
AHS directs the Title IV-A/VI program planning and administration:,
through a coordinating committee consisting of representatives of
all Agency departments and offices. Joint planning and delegation
of specific management responsibility to departments has precluded
need for any new state dollars for these functions -- uniform contract
procedures have been developed for AHS.
4. AHS Training Committee
$:
Training personnel throughout AHS have established a coordinating
committee to develop Agency-wide training and orientation programs,
consolidate resources, training materials, etc.
5. Automated Capital Asset Inventory System
Utilizes existing computer programs for maintenance of inventory
control of all AHS District Office equipment.
6. Improved Accounting System
Revised AHS accounting system through the use of location codes.
Annual potential savings of $10,000.
7. Technical Assistance to Departments
AHS Planning Division staff have provided technical assistance to
departments, performing specific services which might otherwise
have required utilization of consultants or consulting firms.
This demonstrates substantially decreased utilization of consulting
firms during the last two years: from $498,955 in management
consultant contracts in 1972 alone to less than $100,000 during
the two year period of 1973-1974.
21-14-.
0
General Assistance Study
AHS Staff conducted a, study of General Assistance population,
recommended program improvements, developed mechanisms for on-
going accountability (DSW estimated the study to be equal to a
$50,000 consulting contract).
Social Services Evaluation
Social Services evaluation conducted by AHS staff with assistance
of temporary staff. Originally intended to be performed with
consulting contract; lowest bid on proposal had been over $40,000.
Evaluation of Springfield Wheels Project
ABS conducted evaluation at request of Project Director, recom-
mended operation and management changes to allow continuation of
the services.
Electrical Energy Study
AHS conducted analysis of electrical power needs of welfare
clients, recommended improved allowance schedule for DSW recipients
(including "life line" services).
Blind Services Information System
Automated information system was developed by AHS for Social and
Rehabilitation Services; was designed to preclude need for any new
technical staff. Information system was designed to identify IV-A
matching, generating annual federal financial participation of
$23,250.
22
-15-
Alcohol Program Information System
AHS has assisted ADAD central and field staff to identify manage:1-,_ 4,4c44- xt:1
ment and case information needs; have recommended improved pro-
cedures and records for internal management information system.
Day Care Information System
ABS designed automated information system for day care program;
monitors program utilization and provides management tool for
projecting costs.
General Assistance Program Information System
Designed by AHS staff, provides an automated management information
system for the General Assistance Program.
Social Services Division Management Group
AHS staff work with Division in developing goals, objectives and
management techniques.
Evaluation of Social Services Information System
AHS assessed existing information system, recommended improvements
and revision.
8. Affirmative Action Plan
Through AHS Personnel action, the following accomplishments have
resulted in an Agency Affirmative Action Plan that exceeds federal
standards for equal employment opportunities.
* Development of 7 career ladders involving 66 separate classes,
1175 positions, and all departments of the Agency.
* Elimination of artificial qualification requirements for
positions. Current analysis shows that 75% or 1439 positions
within AHS require less than a Bachelor's degree as a minimum
qualification requirement.
* Employment of Women: Of the total position within AHS at the
end of FY 74, 55.7% were filled by women. Of the net gain of
227 employees during FY 74, 2/3 of the additions were female.
Also of importance is the fact that the highest percentage of
increase of women has been from Pay Scale 15 (major supervisory
level) and above.
The above have been cited by Regional and Federal U.S. Civil
Service Commission officials as exceptional accomplishments which
serve as a model for the New England region.
24
-17-
OBJECTIVE: TO COORDINATE AND INTEGRATE SERVICES RECEIVED BY- ,CLIENTS
During the last two years, the development of human services programs
has been accomplished through close coordination of department pro-
grams and resources directed at meeting client needs. It is the
responsibility of the Agency of Human Services to assure that what-
ever services are required by clients are mobilized in a systematic
way and that the burden of finding appropriate assistance does not
rest solely on the client.
* Co-location
AHS has actively pursued all opportunities to co-locate office
space and support services in field locations. An important
objective of co-location is to encourage the multiple use of
sharable facilities such as telephone systems, reception capa-
bilities, waiting rooms, copiers, secretarial support and
conference rooms and to consolidate overhead costs (rent, uti-
lities, janitorial services). A second objective of co-location
is to increase accessibility of services to the public.
Service Delivery Integration
In conjunction with field office co-location, AHS has begun to
identify those common functions among field staff affecting client
service delivery and to develop more efficient procedures for
carrying out the following responsibilities: client outreach,
information and referral, intake, preliminary problem assessment
and public information.
2
-18-
0
* Deinstitutionalization (See Special Report on Deinstitutionalization)
It is the policy of the Agency of Human Services to prevent insti-
tutionalization of those citizens in need of intensive, comprehensive
care and co provide at the community level the network of compre-
hensive services which can serve as alternatives to commitment to
institutions. During the last two years, great strides have been
made in the development of these alternatives, in the reduction of
the population in institutions and in the return of clients to com-
munity environments.
Deinstitutionalization efforts in Vermont are being developed for
a number of specific populations:
* Children Committed to the State
* Mentally Retarded
* Elderly Citizens
* Mentally Ill
* Alcohol and Drug. Abuse Clients
Services required by these clients include education, manpower
training and employment, health, mental health, vocational re-
habilitation and social services. These services along with new
resources (made available through Title IV-A/VI funding) such as
community aftercare, day activity centers and sheltered workshops,
require close coordination in order to meet client needs.
26-19-
AGENCY OF HUMAN SERVICES
Estimated Major ExpendituresChildren's Services - FY 74
FY % for Expenditure
Pro Expenditure Children* for Children
Office of ChildDevelopment 184,000 100% $ 184,000
Brandon TrainingSchool 4,502,000 55% 2,476,100
Vt. StateHospital 6,682,000 8% 534,5e0
Community MentalHealth 1,150,000 28% 322,000
DevelopmentalDisabilities 100,000 100% 100,000
ANFC 20,883,000 70% 14,618,000
Medicaid(Non AABD) 9,885,000 50% 4,943,000
GeneralAssistance 2,436,000 46% 1,120,600
FosterGrandparents 115,000 100% 115,000
Weeks School 1,608,000 100% 1,608,000
Dental Health 242,000 100% 242,000
Child HealthService 1,882,000 100% 1,882,000
SRS - Day Care 1,953,000 100% 1,953,000Foster Care 1,695,000 100% 1,695,000Administration 1,912,000 75% 1,434 000
$33,227,200
Total AHS FY 74 Expenditures for All Purposes =** Total AHS FY 74 Expenditures for Children
% of Budget for Children's Services = 35%
* Approximate X of children under 18 years of age** Includes only Major Program Expenditures
-20- 127
$96,157,00033,227,200
served
VERMONT DEPARTMENT OF CORRECTIONS
JUVENILE SERVICES
DIVERSION
The Burlington diversion program is operated cooperatively by
Burlington Probation and Parole, the State's Attorney's Office, and
the Chittenden Count; Youth Servtces Bureau. A Probation and Parole
officer, or a volunteer under his supervision, completes a preliminary
investigation, and if an alternative placement utilizing community re-
sources can be identified the case is then passed on to the Youth
Services Bureau. They in turn make the appropriate referrals, and
follow up the youth's progress. Of the 46 referrals during the first
six months of the program 40 were found suitable for community program-
ming and referred to the Youth Services Bureau, which makes the place-
ment. Of those diverted, 3 were returned to court for disposition,
and all were put on juvenile probation. A similar program is getting
underway in the Barre area, although a Youth Services Bureau is not yet
functioning in that area.
COURT SERVICES
1. Detention - Institutional detention pending adjudication and dispo-
sition is provided at Weeks School. Detention is provided for both
Social Rehabilitation Services and Department of Corrections cases.
During 1974, there were 146 detention admissions at Weeks School.
28
-21-
(80 delinquent, 66 unmanageable). In a few cases, probationnoffir mrPo.r.3;:
cers have provided supervision or found local "shelter-care" for r7W
juvenile detentioners.
2. Pre-disposition Investigations - and reports are prepared for the
court on all juveniles who are adjudicated delinquent. The report
includes case history information, and a disposition recommenda-
tion to the judge. During the 12 months from May 1973 to April
1974, 281 pre-disposition reports were written by officers from
the Division of Probation and Parole. The officer writing the re-
port is often responsible for its implementation.
EVALUATION
1. In the Community - To avoid uanecessary institutionalization, the
Division of Probation & Parole purchases evaluation/assessment
services from community mental health or other sources for juvenile
probationers as needed. This may be done as part of the predis-
position report, or as an aid to case planning for probationers.
2. Turrell Evaluation Center - TEC provides institutional evaluation
services to adjudicated delinqv:aLs or CINS who are sent to Weeks
School, and to juveniles referred by the court. During the period
August 1, 1973 to April 30, 1974, 138 students have been evaluated
and 71 placed outside of Weeks School. TEC is responsible for
det.elopment of the initial "diagnosis and treatment plan" required
by ACT 232.
Evaluation is provided through TEC for detentioners on a volun-
tary basis, with the permission of the juvenile, the judge involved,
and the child's parents or guardian.
29-22-
COMMUNITY LEVEL PROGRAMMING
The Diviaion of Probation and Parole is responsible ;for supervising
160 juvenile probationers, 65 Weeks School aftercare clients, and 11
juveniles under protective supervision.
Supervision involves meeting with the client and his family and
attempting to bring resources, from the department and the community,
to bear on the client needs. A major part of the Department's LEAA
purchase of service grant (approximately $207,000 in FY 73) is used to
provide the needed services to juv3nile courts.
Examples of purchased services are:
Group homes placements
Foster homes placements
Residential drug treatment
"Outpatient" drug treatment
Alternative educational programs
Recreation programs such as Outward Bound
Psychological or psychiatric services
Medical and dental care
Vocational training
On-the-job training
Other services are provided either through purchase or directly by
the officer, such as:
Group and individual counseling
Individual counseling
Family counseling
Employment services
Educational counseling 3 0-23-
Officers also provide program coordination between varlouwagemmz wwtrtve-7.:,
cies such as schools, mental health centers, work 'placements,-lamr.-,
They sometimes provide supervision for Weeks School students on visit
or trial placement.44
Volunteers work with juveniles throughout the state, both on a one-
to-one basis and in programs involving groups of people. They provide
invaluable assistance in operating the Burlington division project.44
A major difficulty in providing community based services is the
wide variations in their availability. Many more programs are available
for boys than for girls. More consistent levels of service will be re-41
quired if community resources are to serve the maximum number of juven-
iles. Chittenden County has many services and programs available in
the community, while Washington and Caledonia Counties have very few.41
WEEKS SCHOOL
The revised juvenile statutes define the Weeks School population to
include (a) juveniles who.are adjudicated delinquent, and remanded to
the Weeks School and (b) juveniles who are adjudicated in need of super-
vision under 33 VSA 632. Weeks School is to serve those juveniles
who cannot be programmed in the community; either b_cause they require
a more structured setting, or because the needed programs are unavail-
able. The average daily population of Weeks School during the 12
months of 1973 to 1974 was 89.
The following services are provided at Weeks School:
1. Basic Care Services - provided to all Weeks School resi-
dents, including food, clothing, housing, and other basic
needs. 31
-24-
2. Medical Services - ,:eks School operates a 13-bed infirm-
ary, and provides care for routine illness and injury,
preventative innoculations, and temporary emergency care
while awaiting rescue assistance.
3. Transportation for doctor appointments, home visits, recre-
ation, and other activities is provided by the school.
4. Business Services - including making application on behalf
of students for social security, medicare, DSW, or other
benefits. Student accounts are also maintained.
5. Casework Management - Cottage teams, in cooperation with
TEC, develop and implement a treatment program for-each
student. The plan includes an educational program speci-
fically aimed at meeting the students individual needs.
Program coordinators, cottage parents, and teachers make up
the teams.
6. Individual and Group Couaseling - is provided through pro-
fessionals on contract with Weeks School. Most psychiatric
work is done during the evaluation period, although expansion
to provide such services to studelts in the cottages, and
training for cottage staff is plaYmed for the current FY.
Psychological services include ass-ttsment interviews, and
psychological testing.
7. Psychiatric and Psychological services are provided through
professionals on contract with Weeks School. Most psychiatric
work is done during the evaluation period, although expansion
to provide such services to students in the cottages, and
32-25-
training for cottage staff is planned for the tekirrenV ITY;r...ros. RY. -rattn
Psychological services include assessment interviews;' and""'
psychological testing.
8. Educational program for students is either an internal,
individually designed program which is carried out in the
cottage and the Harrison Greenleaf Junior High (about 90
students), or participation in a public school program
(about 15 students). Academic students who attend public
school go to Vergennes High School and Middlebury Union
High School. Vocational education is provided at Middle-
bury Regional Vocational High School. Eighth grade students
may also participate in vocational exposure program at the
Middlebury School.
9. Vocational Counseling and career development are provided
through a federally funded vocational counselor.
10. Work experience, to a limited degree, is provided through
jobs on the school grounds, (including such tasks as main-
tenance, painting, carpentry, electrical work, plumbing,
grounds care) off campus, on-the-job training experiences,
casual jobs on and off grounds. The emphasis is on making
money and. developing work habits and not vocational skill
development. About one-third of the students are'involved
in work at some level.
11. Recreation - Swimming, canoeing, hiking, bowling, basket-
ball, football, soccer, gymnastics and other activities if
students express interest.
33-26-
12. Sex Education and Counseling - Sex education is provided
through the education program. Counseling for pregnant
girls is provided by cottage teams and referral to clergy
and planned parenthood. Referrals are based on the pre-
ferences of the girl and her parents.
13. Drug and Alcohol Treatment and Education - The cottage
staff try to provide education regarding drugs and alcohol.
Treatment of drug and alCohol problems is through coun-
seling from cottage staff and/or referral to outside
agencies.
13a. Legal Services - Through the Public Defenders Office, a
Juvenile Defender is in residence at Weeks during part of
each wee:- He provides legal counseling and representation
to students at their request, and at times, acts as an
advocate in solving problems within the school.
14. Volunteer Programs - Almost all the functions listed above
have been carried out with the help of volunteers. They
have also provided some students with a one-to-one relation-
ship with an adult who is not in a position of authority.
There are an average of 20 volunteers involved with students
at Weeks School.
15. Home Visits - are utilized to help studentt; maintain family
and community ties, and to encourage them to try out their
interpersonal and social skills in a "real life" situation.
Almost all students have home visits once a month.
34
16. Aftercare planning is done by cottage teamsAn conjung-resnwrirrrvk41.112
tion with juvenile officers in the Division-ni-Probatiflr,
and Parole or Social Rehabilitative case workers.
17. Referrals to alternative care facilities, as part of a
long-term program at Weeks School, or on a trial basis
in preparation for aftercare, is an important part of
the program. (See Section (V) for examples of possible
referrals).
JUVENILES ADJUDICATED AS ADULTS
The Department has about a dozen clients in adult institutions
who are 16 or 17 years of age, and who are charged as adults. They
are involved in adult programs at all levels. There are also, no
doubt, some 16 and 17 year olds sentenced to adult probation. An
estimate of this population is not available.
35
-28-
I
HEALTH DEPARTMENT PROGRAMS AND SERVICES
FOR
CHILDREN
The Maternal and Child Health and Handicapped Children's
Irograms are based on the philosophy that medical services of the whole
population of children, ages 0-21, are the responsibility of the Depart-
ment of Health. This, then, is considered our target population. Our
services are developed in response to needs of the target population.
An important component of these services is the coordination of many
persons who wily work with a child regarding medical problems. Thus,
this Division provides certain medical services of a high quality nature,
organizing these services and other supportive services, and following
through with the patient to see that the services he gets are what he
needs, or finding and helping him to get to other services. The medical
services for children are aimed first at the prevention of disease, then
detection of disease, and, following this, the rehabilitation of the
disease process in order to lessen the disability and restore the child
to as near normal as possible. All of the services of this'Division are
offered to the entire target population without charge.
A. MATERNAL AND CHILD HEALTH SERVICES
Specific services provided are:
CHILD DEVELOPMENT CLINIC - This is a servir:2 which is established
in Burlington under the direction of a pediatric neurologist.
36
-29-
ti4
It provides diagnosis, counseling, and -in some-instances.ion-r14.,i,
going care, for children with suspected mental retardation«
The emphasis is primarily on children ages 0-7. On the staff,
besides the pediatric neurologist, are a psychologist, a41
social worker, and a nurse practitioner. This clinic works
very closely with the Department of Pediatrics at the Univer-
sity of Vermont, and the Vermont Achievement Center. The Child
Development Clinic personnel also sees children in consulta-
tion and conjunction with orthopedic clinic personnel at
various areas around the state on a periodic basis.
WELL CHILD CONFERENCES - Well Child Conferences are held by
the Public Health Nursing personnel throughout the state
periodically. An attempt is made to have a least one per
year in each town. Information on these can be obtained from
local Public Health Nurse Offices. These conferences may be
primarily for the pre-school child, school readiness clinics,
school health clinics, immunization clinics, health supervision
clinics, or comprehensive care clinics for the sick as well as
the well child, though the primary emphasis is on the "well
child". Health assessment is done at these clinics, including
screening tests, as well as the services of specialized person-
nel such as physicians, nurses, social workers, mental health
personnel etc. These are often jointly held with Home
Health Agencies, school nurses, or voluntary groups of citizens.
37
-30-
HOME VISITING BY PUBLIC HEALTH NURSES - These home visits
may be initiated at the request of a physician, from a.
hospital, from a well child clinic, or other agency.
NEWBORN VISITS BY PUBLIC HEALTH NURSES - These visits are
made to newborns upon referral by physicians or Ole newborn
nursery when a child is seen to fall within a possible high
risk category for problems. These might include unmarried
mothers, mothers who lack high school education, mothers over
40 or under 20 years of age, mothers of twins, birth defects,
prematurity, mothers with more than four children, or mothers;:'
of a first child in an isolated area, etc.
RELATIONSHIPS WITH DAY CARE AND HEAD START - Public Health
Nursing has also worked closely with the Office of Child
Development in relation to health services for children enrolled
in Day Care and Head Start groups. This wa:_ initiated because
of the regulation requiring all chi..'ren to have a certificate
of up-to-date immunization prior to entering a day care setting.
It has further evolved that availability of services and loca-
tion of day care centers has been discussed and interchanged
with appropriate personnel so that they are working closely
on a local basis at the present time.
NURSE CONSULTANTS - The Public Health Nursing Division also
employs a School Nurse Consultant who coordinates activities
of the school nurses throughout the state and helps bridge
38
gaps between the Department of Education, The Department ofl.p.-t '
Health and private providers. A new bulletin has just been'
published by the Department of Education entitled, "Vermont
School Health Services Recommended Program", which is a
result of combined efforts on the part of many people. A
Maternal and Child Health Nurse Consultant is also employed
by the Public Health Nursing Division.
DIAGNOSTIC PROGRAM - This program provides for payment to
participating pediatricians in the various communities when
diagnostic assistance is requested by another physician. This
service also will cover a 4-day in-patient diagnostic eval-
uation at the Medical Center Hospital of Vermont if request
is made by a physician to this Division. Out-patient diag-
nostic services may also be obtained for such special services
as neurology, etc., upon request of a physician.
PROJECTS - Newly implemented are the Children and Youth
Pro ects which are primarily pilot model projects for the
comprehensive care of children in a defined geographic area.
Projects now exist in the St. Johnsbury area and the Winooski-
Colchester area. There will soon be such a project in the
Springfield area. These projects provide for all types of
health supervision services to all children of certain ages
as defined by the local project group, including dental,
social services, nutrition services, family planning services.
They will include, for those children financially eligible,
treatment services, whether in-patient or out-patient.
Financial eligibility for the treatment services has
been, at the present time, designated to be that of the
"Tooth Fairy" level of $5,750 family income. As time
goes on and we are able to ascertain our ability to finance
such services as these we will expand them both geographically
and financially. The Maternity and Infant Care Project is a
project similar to the Children and Youth Project and located
in Winooski - Colchester. It is for pregnant mothers and
their follow-up care for one year, as well as their children
for one year. This also includes treatment and delivery ser-
vices as well as comprehensive services such as social services,
dental services, nutrition services.
The Maternal and Child Health Division also has administrative
and planning roles with a number of others agencies such as Planned
Parenthood of Vermont, Vermont Dental Care, Inc., the Vermont Achi-
evement Center, Head Start, In addition, some Maternal and Child Health
money and expertise also goes directly into Family Planning, Dental
Health, Intensive Care of the Newborn.
Nutrition services are an intregal part of Maternal and Child Health
Services. We employ a public health nutritionist who is available for
consultation.
Vaccination assistance services are also a part of the Maternal
and Child Health Division. The vaccination assistance service provides
direct vaccine and immunization information of all kinds to both
40-33-
Physicians and public and private agencies for the immuittization::ofY.:,.% trait
persons of the stat,1 of Vermont.
The Supplemental feeding program is a part of the Maternal and
Child Health Division. This is a program form the U. S. Department of
Agriculture to provide specified foods to persons who are determined
to be medically in need of these foods. Persons receiving food must
be pregnant or lactating mothers and children up to 4 years of age. The
guidelines for this potentially cover approximately 61% of the state's
population and enrollment is taking place at the present throughout the
state through Public Health Nursing Offices.
The Maternal and Child Health Office has been the center of the
project concerning child abuse which was actually funded from the
Agency of Human Services. This person has provided a clearing-house
role and advocacy role, as well as technical assistance, in the writing
of new legislation and project grant writing for child abuse monies.
She has also served as an exofficio member of the child abuse team of.
the Medical Center Hospital of Vermont and has been ready to help im-
plement such groups throughout the state. This office will attempt to
continue this kind of support. This effort has greatly increased
joint efforts on the part of the Department of Social Welfare, Social
Rehabilitatiion Services, the Department of Mental Health, as well as
the Department of Health, in the field of child abuse.
Ear Periodic Screenin Dia nosis and Treatment - The Director
of the Maternal and Child Health Division has been Sntimately involved
in implementing the E.P.E.D.T in the state of Vermont. Through this
-34-
41
41 Title XIX program will evolve many health services for all the
children of Vermont.
B. HANDICAPPED CHILDREN'S SERVICES:
Direct services are provided by employees of the Depart-
ment of Health and contracted individuals who are labeled "Con-
sultants", but who, indeed, actually serve as providers of
service themselves. These individuals provide service as needed
both in our specialized clinics throughout the state and when
children need hospitalization, surgery, etc. The categories
which we have been legislatively allowed to cover are:
ORTHOPEDICS - The Orthopedic Program consists of a pediatric
orthopedic surgeon, physical therapists, Public Health
Nurses, and social worker, who travel throughout the state
of Vermont and see patients referred through a variety of
mechanisms; i.e., physicians, nurses (school and public
health), agencies, or through word of mouth. The group of
individuals who are employed by the Department of Health
are supplemented locally by contracted orthopedic surgeons
who attend the clinics and care for children locally inasfar
as possible. Specialized care is obtained in Burlington.
Approximately 8-10 clinics are held each month in various
parts of the state with an approximate total of 300 children
in attendance. A specialized orthopedic clinic is held once
a month in Burlington for cerebral palsied children. This
42
-35-
clinic is also attended by specialists, other than ortho--
pedists, in the field of cerebral palsy. The second-
specialized clinic held once a month in Burlington is the
Neurosurgical, Orthopedic, Genito-Urinary Clinic, familiarly
known as the NOG Clinic, for children with spina bifida.
This is, again, an inter-disciplinary clinic attended by
orthopedists, neuro-surgeons, and specialists in GU, as well
as social workers and nurses, in order to provide compre-
hensive care for these children.
HEARING PROGRAM - Children are referred to our Hearing Clinic
services primarily through school nurses and physicians, often
after a problem has been noted by a school nurse or a public
health nurse following mandated screening hearing tests.
There are usually 6 clinics held monthly throughout the state.
These clinics are supported by members of the Otolaryngology
Department of the Medical Center Hospital of Vermont, and
Public Health Nurses. An audiologist is present at all
clinics. Some hearing aids are supplied by the Department of
Health, others through Title XIX if the patient is Medicaid
eligible. Most families cannot afford this purchase them-
selves.
CONGENITAL HEART SERVICES - Children with congenital heart
disease are seen in the Cardiology Clinic held at the Medical
Center Hospital of Vermont. This clinic is staffed by a
43
-36-411
pediatric cardiologist on contract with the Department of
Health. Surgery is performed by the thoracic surgeons at the
Medical Center Hospital of Vermont or other institutions out-
side the state when necessary.
CLEFT LIP AND PALATE SERVICES - This clinic is for children
with cleft lips and/or palates. This clinic and its team of
specialists meets in Rutland and Burlington several times a
year. The team of specialists includes plastic surgeons,
otolaryngoligist, pedodontist, orthodontist, speech thera-
pists, dental hygienists, social worker. All care related to
these children is coordinated and administered through this
Division.
SPECIAL SERVICES - Specialized pediatric surgical services are
provided for children with congenital anomalies such as dia-
phragmatic hernia, tracheoesophageal fistula, etc., in need of
these services.
CYSTIC FIBROSIS - Children with cystic fibrosis are helped
financially for nebulizors and certain medications. However,
we do help support administratively the Cystic Fibrosis Clinic,
located in Burlington, which is operated by the Department of
Pediatrics at the University.
BIRTH DEFECTS AND GENETIC COUNSELING SERVICES - This is a
service for any people in the state of Vermont needing genetic
counseling or help with children who have birth defects as a
result of a genetic disorder.
4 4-37-
OTHER SPECIALIZED CONDITIONS - The Health Department may financially'
fund children with phenylketonuria and hemophilia, depending on the
need on an individual case basis.
-38--
.Functional Organization of theDivision of Child Health Services
DIVISION OF
CHILD HEALTH SERVICES
Preventive and HealthPromotional Services
M.C.H.
Program of Projects
M.C.H.
Family Planningand MaternalServices
-]Infant and Pre-school
Health ServicesIncl. Immunization
71School HealthServices
Diagnostic ServicesIn-pt. and Out-pt.
--IServices for the
Mentally RetardedChild DevelopmentClinic
NutritionServices
Public HealthNursing Services
Maternity andInfant Care
Children andYouth
Intensive InfantCare
HFamily Planning
--{Dental J
Orthopedic Progr;r711
Hearing Program
Cleft Lip andPalate Program
Care Services Cardiac Program
C.C.S.
46-39-
)
Special Services] 4)Program
Chronic DiseaseProgram
5)
Commissioner of Health
HE-001
cg
Ur
0 04 N
m OP
0.1 c
Program Planning and
Management Administrator
HE-002
Deputy Commissioner
of Health
HE-008
Pubtic Information
Officer
HE-003
Director, Local
Health Services
HE-212
Director,
Health Protec-
tion Services
Division
HE-031
Director,
Occupational
Health
Division
HE-020
Director,
Medical
Services
Division
HE-146
Director,
Medical Care
Regulation
Division
HE-047
Director,
Dental Health
Division
HE-174
Director.
Public Health
Laboratory
HE-049
Director,
Public
Statistics
Division
HE-010
Health
U.)
2 Deputy Commissioner
of Health
BE-003
AGENCY OF HUMAN SERVICES
1
DEPA=XENT CY IluiTu.
1 Commissioner of Health
HE-001
LCARD OF HEALT2
4 Director, Local
Health Services
HE-212
3 Program Planning &
Management Administrator
HE-CC2
5 Public Information
Officer
-
HE-030.
1 July 1974' Le
67
89
10
11
12
Director, Haelth
Director, OccupatioA
Director, Xedical
Director, Medical
Director, Dantal
Director, Public
Director, Public
Protection Serviced
ealth 'Division
Services Division
Care Regulation
Health Division
Health Laboratory
Health Statistics
Division
HE-031
HE-020
HE-146
Division
HE-047
HE-174
HE-049
Division
HE-930
Handicapped
Children's
Services
Maternal
and Child
Health
iChild
Development
Clinic
Vaccination
Assistance
Services
Cancer
Control
Services
1
Program of
Projects
W.I.C.
Program
Department of
Health
Division of
Medical Services
Tuberculosis and
Chest Respiratory
Diseases Barre
Chest
Clinic
Rutland
Chest
Clinic
1
Nutrition
Services
Public Health
Nursing
,1
Screening
Clinic
Services
Nursing
Consultants
:1
MENTAL HEALTH
There are approximately 375 full and part-time staff persons in
the Community Mental Health Services. Not all are involved in chil-
dren's services but there is no way, at present, to separate out the
time specifically allocated to children's services.
By July 1, the Department of Mental Health with the aid of its
newly developed management information system will be able to retrieve
this data easily.
The pages following list some statistical information showing the
number of children admitted to the Community Mental Health Services over
an eleven month period. The total number for the period is 1,575 chil-
dren. Projected ahead for a year, the number would rise to about 1,613.
This does not include those carried actively over the eleven month
period. The total work load would exceed 3,000. Added to this should
be the parents in treatment who have contributed to childrens' problems
and those reached by consultation.
Presenting problems:
Adjustment problems 42.68%
Behavior problems 9.67%
Mental retardation 8.7%
Social maladjustment 6.6%
Personality disorder 2.1%
Schizohrenia and other psychosis .61%
Depression .867.
Other neurosis 1.49%
Alcohol and Drug .49%
-47- 5 0
41 INTRODUCTION
There are eleven Community Mental Health Services as indicated
on the map, with the state divided into five mental health regions.
Each region is designed to include a population of at least 75,000
persons with the exception of Northeast Kingdom.
In order to be eligible for federal staffing grant assistance it
was required that there be a minimum population of 75,000 which would
be served by the program. Northeast Kingdom was granted a waiver by the
Surgeon General when it received its staffing grant in 1967.
Rutland and Bennington received their staffing grant in 1969, while
Windsor, Windham and Addison, Chittenden and Franklin Counties will
start receiving such a grant Jan. 1, 1975.
Special children's staffing grants were awarded to Northeast King-
dom and to Rutland and Bennington in 1972 and 1973 respectively..
Orange, Washington and Lamoille Counties will receive their children's
staffing grant for Jan. 1, 1975. At that time the entire state will be
covered by such federal grants.
The federal assistance continues over an eight year period with a
decreasing formula, the local communities and state participating to a
greater degree as federal participation decreases.
Receipt of the federal staffing assistance requires that every
Community Mental Health Service must provide the following five essen-
tial services:
Outpatient
In-pdtient
Partial Hospitalization 51
-49-
St. Albans
Morrisville
Burlington
Montpelier
Middlebury
0 Randolph
Rutland
C AN AD A
Newport.......r -.7ez..-.... . .-_,I ......./...--1. ..
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, &Ha:J.-. //...../....../
Sill /I SIIMCIOi 11 1.11 // / / IHIF:i3
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1 ---, `"-.1.1IIIDSOR /1 , '--tr., ,/ ..av,:a;
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L----., Vo;,I.:1 -- \',,,r '''
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-ii. '?'......"--.. ,..7:::"1:,1/14C::.../.C1/ ,..,
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1.,
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A.A
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A41:: 1.,:11; 1.' 1- -11---,--..-....
41..5 ,,,p,/, AI. A.,0 ill 4.1,././ 1
:
/CAHiPar.I/
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41 .1 A
Springfield4
1,UNPTED2 1
"'VERVICE': /l
4. .:::;:a3 I
4/I
1-trBrattleboro
I1,1444 III-IS-1
1 I e
MASS ACHU 5 E T TS
52
4
4
COUNTY AND TOWNOUTLINE MAP
OF
VERMONT
MENTAL HEALTH:
Community Mental
Health Services
1.6(1.4t0 bit
VERMONT DEPARTMENT OF HIGHWAYSHIGHWAY PLANNING DIVISION
SCALE4 0 lb I/ .4.11
DECEMBER 31.1974
EMERGENCY
CONSULTATION AND EDUCATION
The Community Mental Health Services are as follows:
Champlain Valley Region - Addison, Chittenden, Franklin and Grand IsleCounties
Counseling Service of Addison County
Franklin-Grand Isle Mental Health Service
Howard Mental Health Service
Middlebury
St. Albans
Burlington
Central Vermont Region - Orange, Lamoille and Washington Counties
Orange County Mental Health Service ° Randolph &Bradford
Lamoille County Mental Health Service Morrisville
Washington County Mental Health Service Montpelier
Northeast Kingdom Region - Orleans, Essex and Caledonia Counties
Northeast Kingdom Mental Health Service St. Johnsbury& Newport
Southeast Region
Windsor County Mental Health Service Springfield
Windham County Mental Health Service Brattleboro& Bellows Falls
Southwest Region
Rutland Mental Health Service
United Counseling Service
53
-53-
Rutland
Bennington &Rutland
Direct services to children represent about 40% of therotalAireot:,.
service case load. The range is from 30% to 50%. No accurate measure
is available as to children reached through consultation services but
it would be accessible to approximately 60,000 children.
51
-514-
-, 'A...
"CHILDREN"
ADMISSIONS BY MENTAL HEALTHCLINIC AREA
June 1973 - May 1974
NUMBERPERCENT
OF TOTAL ADMISSIONS
Addison 92 5.8
Burlington 24 1.5
Franklin 126 8.0
Northeast 310 19.68
Lamoille 67 4.25
Washington 101 E.4
Orange 135 8.57
Windsor 203 12.89
Windham 128 8.1
Rutland 229 14.5
Bennington 160 10.15
1,575
55
-55-
COMMUNITY MENTAL HEALTH SERVICES
Admissions June 1973 - May 1974Eleven Months
AGE NUMBER PERCENT
Under 5 110 6.8
5 - 9 559 34.67
10 - 14 520 32.25
15 - 17 419 25.99
Missing B 4 .02
Total 1612
MAJOR REFERRAL SOURCES NUMBER PERCENT
School System 699 43
Self, Family, Fund 411 26
PhysicianSocial or Community Agency
162
116
10
.7
Court, Enforcement and 64 .4
Corrections
WEEKLY FAMILY INCOME
Below $50.00 Week Welfare 334 20.
$50.00 - $99.00 154 9.5$100.00 - $149.00 281 17.4
$150.00 - $199.00 143 8.8
$200.00 - $299.00 80 4.9
$300.00 And Over 1.4",J 2.2
Unknown 584 36.2
56
-56-
VERMONT STATE HOSPITAL
Admissions June 1973 - May 1974Eleven Mon:_hs
BY DIAGNOSIS NUMBER
Schizophrenia 5
Depress. - Neurosis 5
Personality Disorder 4
Sexual Deviation 1
Drug Dependence 4
Adjustment - InfantChildhood Adolescence 11
Behavior - ChildhoodAdolescence 4
Social Maladjustment 3
All Other - OBS 1
Undiagnosed 6
Missing 5
Total 49
AGE ON ADMISSION
June 1973 May 1974
AGE NUMBER PERCENT
5 - 9 5 10.2
10 - 14 9 18.36
15 - 17 35 71.4
57-57-
MENTAL HEALTH SERVICES FOR CHILDREN
SERVICES PROVIDED BY COMMUNITY MENTAL HEALTH SERVICES
1. Diagnostic and Evaluation Services
a. Purpose: To provide for parents, agencies, schools and
other referral sources a complete diagnosis and evalua-
tion relating to development, cognitive problems; to
problems in relationships with peers, family or community;
to behavior problems or disorders; to problems of adjust-
ment to school, home or community, and a host of others.
b. Method: Includes a battery of tests and evaluation pro-
cedures by psychologists; family interview and assessment
by social worker, child development specialists and
others; interview with child and/or family by psychiatrist.
The material is then reviewed by the staff team involved
and an evaluation and recommendation made for the parents
and/or referring agency for a treatment plan.
As appropriate the evaluation may involve a nurse,
pediatrician, neurologist or others as indicated. Most
of the Community Mental Health Services have nurses on
their staffs and some have consulting pediatricians.
Other professionals may be added as needed.
c. Scope: It should be obvious that this service is basic to
developing a treatment plan and thus is essential with all
new referrals. The bulk of such referrals come from the
family itself, from schools and, from physicians. A large
-59-58
number came from Social Services, Corrections and from lor.
Courts in order to have sufficient information to carry
out a suitable treatment plan especially for those desig-
nated as delinquent and in need of care and supervision,
as well as the increasing numbers of children being re-
ferred as abused or neglected. Others are referred for a
determination of retardation or other developmental
disability.
d. Examples: United Counseling Service of Bennington has a
child development clinic utilizing the services of a
social worker, psychologist, child psychiatrist, neurol-
ogist and pediatrician for the diagnosis and evaluation
of children, with referral for treatment if indicated.
Such programs are seldom maintained outside of major
teaching centers.
The other ten agencies provide diagnostic and evalua-
tion services largely on an individual/basis. Many are
referred from well child clinics in which they partici-
pate jointly with public health nurses and/or Home Health
Agencies.
2. Screening Services
a. Purpose: To make an early and rapid assessment of young
children periodically in order to detect the evidence of
developing disorders so that early referral can be done
for further diagnosis or treatment and alleviation.
b. Method: Screening has been done largely in conjunction
with the health agencies through well child clinics-
5 9-6o-
1... 1,
Currently all the Community Mental Health agencies are
participating in the Early Periodic Screening Diagnosis
and Treatment Program (EPSDT) administered by the Depart-
ment of Social Welfare. This involves coordination with
the Home Health, Visiting Nurses, a-d public Health
Nurses in carrying out a contract with the Department
of Social Welfare to screen all children from 0-21 at
specified intervals and to refer for further diagnosis
and treatment as needed. It involves an outreach effort
to help families to avail themselves of the service and
coordinates with pediatricians and other physicians in
the process.
c. Scope: Contracts are now being negotiated and the service
will be available soon in all parts of the state. Cur-
rently there is little progress in Lamoille, Windham and
Orange Counties but other counties have organized their
systems and are about ready to go.
Ve2mont is one of the few, if not the only state, to
stress the mental health component in the EPSDT program,
involving mental health staff. In most other states it
consists only of a cursory health assessment.
d. Method: In each county clinics will be held for children,
with outreach and transportation being provided by a variety
of methods. Health factors to be screened include vision,
hearing, lead poisoning, teeth; a physical examination,
immunizations are included and speech assessment; and an
assessment of emotional factors relating to development of
60-61-
the child, behavior and habit formations, etc., by '.the, 0'
mental health staff.
3. Consultation and Education
a. Purpose: These two services are usually combined, yet they
differ to some extent.
Consultation is the process by which one professional
(in this case, a mental health professional) assists another
in better understanding and handling of a case situation
for which he is responsible. It is not a direct, clinical
service but rather provides expertise to the consultee in
improving his skills and capabilities. Consultation may
involve discussion of an individual case, or it may be
oriented to' program. Its primary goal is to increase prob-
lem solving skills.
Education builds knowledge. The primary goal has been
stated as promoting positive mental health by helping
people acquire knowledge, attitudes and behavior patterns
which will foster and maintain their mental well being.
b. Method: Consultation is provided to other agencies or pro-
fessionals usually through the development of a contract
which specifies the time involved, the cost, the frequency,
and the types of consultation needed. School consultation
may, for example, include discussion with a single teacher
about a single child and how to cope with the'problem that
child presents, or it may include several teachers who wish
to discuss a similar problem. The principal of a school
may wish to discuss program or administrative concerns.
61-62-
Suggestions are given the school personnel to follow or
consultation may result in referral for diagnostic pro-
cedure as described above.
The consultant may be available weekly, semi-monthly
or monthly as needed and the back-up service of the
Community Mental Health Services assures responses to
emergencies. Some agencies do not have contracts because
of fiscal limitations or other reasons but are able to
have some limited consultation infrequently and irregularly
as staffing time permits.
It may be provided by a psychologist, social worker,
mental health nurse, child development specialist or other
specialized staff, such as drug or alcohol counselors.
c. Scope: All the agencies provide consultation to schools
which represent access to thousands of school age children.
Many problems are first noted in the school setting and
through developing skills in school personnel they can fre-
quently be eliminated or alleviated before reaching the
point of severe disability. It represents an avenue of
early intervention which may shorten the need for long,
and sometimes costly, treatment, and which may also prevent
the disruption of the family.
Consultation and education is also available to and
provided to a number of other community and social agencies
including:
Visiting Nurse Associations or Home Health Agencies
Public Health Nursingaision
Day Care facilities and Headstart
Special Education Classes
Hospital personnel and law enforcement
Corrections/personnel
Youth Service Bureaus
Social and Rehabilitation Services
Clergy
Parent groups
Courts
Group Homes
Not all the above listed agencies are served by every
Community Mental Health Service, but the above are repre-
sentative of most of the services.
In addition to school consultation which reaches so
many children, one of the most rewarding programs is con-
sultation to day care operations. Unfortunately most can-
not afford this service on a regular basis, and it is hoped
that more recognition of the value of the service may
develop. An example is the child of three whose mother
had deserted and left the father with this child and three
older school-age children. The three-year old became dis-
ruptive, fighting and quarreling with other children, was
regressing in his behavior and was of general concern to
the day care staff. Consultation from the mental health
agency assisted them to understand some of the causes of
his behavior. A volunteer high school boy was recruited
who could spend extra timeth this little boy; the father
-64-
0
0
0
0
was involved in meetings with the staff and the consultant.
He had been so overwhelmed by his own situation that he had
not realized the effect on this child. He took more time
with the boy and encouraged the older children to help also.
Soon improvement was noted and the staff asked the mental
health agency for regular training meetings to help them
with other behavioral problems. As a result, parents be-
came more interested in the program and began to participate
in parent/staff meetings. Three children were referred
for diagnosis and evaluation, which resulted in individual
treatment and specialized services for speech problems,
for mental retardation, and for hyperkinesis.
Day care and Headstart operations have the greatest
potential for reaching children at an early age before
problems become overwhelming. Many of the children are
from low income families which so often constitute an
at-risk population. Another example recently brought to
our attention was a day care center where it was estimated
that twelve of the fifteen children were from broken homes.
The risk of developing emotional and behavioral problems in
such a group is tremendous without staff skill in detecting
early symptoms and knowledge as to how to provide a climate
which will be responsive to a child's individual needs.
d. Specific Examples: School Consultation
An example of school consultation may best explain the
service. A boy of superior intelligence was discussed at
one consultation session. In the third grade, he had
64
-65-
barely completed the previous grades in ,a.-sattsfactory.man
ner and presently was distracting, disturbingyqand-often F -f
the instigator of disturbing behavior among the other
children. The teachers had not been able to reach him, and
the mother, who had an alcohol problem did not keep appoint-
ments with the school personnel when asked to do so. The
boy was referred to the Community Mental Health Agency for
diagnosis and evaluation where it was found that he was
hyperkinetic and that he lacked adequate supervision. After
medication was prescribed it was recommended that a Big
Brother might help this boy with outside interests since
his mother was divorced and his father lived in another
state. Big Brother was a college student who spent- two
years with this boy, involving him in outdoor activities
and fostered his interest in wild-life. His school achieve-
ment soon improved and his behavior stabilized.
The Franklin-Northern Grand Isle Mental Health Service
reports that it consults with 19 schools, Involving 7000
children. It also organized and financed a two-day workshop
for 185 elementary teachers focusing on detection and
assisting the child with learning disabilities. United
Counseling Service of Bennington provides consultation to
schools with an enrollment of approximately 11,000 children.
Examples of school consultation were cited in the
annual report of Windham County Mental Health Service and
these may help to explain the service;
A teenager, frequently truant and failing badly in
school, who had set fire to the school.
-66- 6C
3:::41:Z:.
A withdrawing, shy, 4-year-old in day care who would
not participate in activities or interact with other
children.
A teenager with a history of arrests for assaultive
behavior and alcohol abuse.
A high school girl, a good student and active in
school affairs, who had become silent and appeared
sad, and refused to talk to teachers.
Rutland Mental Health Service provides consultation to
every school in the county involving 12,631 children.
Orange County Mental Health Service reaches every school
with a total enrollment of about 7000. Howard Mental
Health Service of Burlington reaches 13 schools in the
county with about 4000 children enrolled. (In Chittenden
County there are other services available to the schools
from the university and the colleges in the area.)
e. Education
Rutland Mental Health Service
A parent/child program serves 36 pre-school children
with developmental disabilities and their mothers. The
groups meet daily giving the children an opportunity for
group interaction, socialization, and play of a construc-
tive nature adapted to their level of development. The
mothers have an opportunity to observe and to participate
in supervising the children in order to have.better capa-
bility for caring for their own child at home rather than
seeking institutional placement. Opportunity is provided
for diagnosis and treatment recommendations, for education
-67.- 6 6
and consultation with parents, and for continuing,
supportive services.
Parent Effectiveness Training (PET) groups reached some
30 parents during fiscal year 1974.
Some twenty parents are reached through groups concerned
with communicating with children.
Consultation is given to:
Preschool programs representing 120 children
Headstart programs for 60 children
Well-baby clinics representing 120 infants
Day care programs representing 120 children
Parents in a low income housing project with children
under three
Courts and lawyers on seven child abuse cases
The above is not complete but is typical of the groups
which consultation and education services reach. They are
replicated by the other Community Mental Health Services in
varying degrees and with some additional groups.
4. Treatment Services
a. Purpose: It is obvious that, in spite of developing pre-
ventive approaches, by consultation and education, there is
still need for a direct treatment program to alleviate the
causes and symptoms of emotional or mental disorder and of
developmental disabilities. The primary purpose is to help
the child reach a level which permits him to function to
the fullest extent possible in the community and in his own
family. For some it may be necessary to utilize a period
of institutionalization, but the use of long-term in-patient
service for children is decreasing rapidly.
-68- 67
41
0
0
b. Method: A variety of treatment modalities are available
from the Community Mental ',Aealth Services and include
individual and group approaches. The methods are fre-
quently related to certain specialized personnel on the
staff. For example, not all have speech therapists avail-
ble to them, but all do have social workers, psychologists,0
psychiatrists, child development specialists and other
specialists so that individual family and group therapy,
group activities and discussion, and counseling can be
provided. The psychiatrist is used principally for in-
patient and medication and for consulting with the mental
health staff. He (or she) may also see some patients
directly depending on the nature of the disorder and its
severity and the capability of other staff. The psychia-
trist may also spend considerable time seeing individual
patients for diagnosis and evaluation, but most of the
treatment program is carried out by other staff under the
supervision of the medical director as needed.
1. Individual Therapy
This is not used extensively for most children,
but some children will best respond to individual
therapy which usually involves a time limit with the
goal of assisting the child toward functioning in
his family and in the community. It will often be
utilized in conjunction with other treatment method,
such as partial hospitalization or group activities.
63-69-
0
It should be emphasized that many problems presentedymot,entkp
by children are actually problems relating,to the par-
ents, family and relationships within the family.
The treatment is then directed to the parents and will
not necessarily show up statistically as a service to
individual children. For example, the child who becomes
anxious and tearful in school may be showing the stress
brought on by parents considering separation or divorce.
Marital counseling may be thetreatment method to be
used as determined by the diagnostic and evaluation
procedures.
2. Group Therapy and Family Therapy
Group therapy increases the usefulness of mental
health staff in reaching more people. Adolescent
groups are especially responsive to certain kinds of
group experiences and assist each other. Some younger
children are helped by non-verbal groups where move-
ment is emphasized, or sometimes music therapy is the
medium.
Family therapy involves the bringing together of
three or four families including the parents and the
children with the therapist. They work through the
problem together with direction toward altering the
"ecology" of the environment. The Department of Mental
Health recently gave a workshop in the training of
staff for family therapy, although some of the Commun-
ity Mental Health Services have been using it for some
time. 69-7o-
3. Other Group Activities
Included are activity groups for children such as
activity groups which develop special interests and
recreation groups. Discussion groups can help teen-
agers and some younger children to become more secure
in a group and to resolve many of their difficulties
in relating to peers. Discussion groups around the
use of alcohol and other drugs help children to estab-
lish their values, and to adjust to stress by other
means.
4. Camp Placements
Camp placements are facilitated by all Community
Mental Health Services at private camps in the state,
while staff gives time to make Camp Daybreak a
success. This is sponsored by the Vermont Association
for Mental Health and is for disturbed children.
Three agencies, Windsor, Windham and Rutland Counties
operate special camps. Windsor County had a two-week
camp for 40 children with developmental disabilities
and behavior problems. Rutland served 45 children
at its "Kritter Kamp".
5. Miscellaneous
a. Big Brother or Big Sister programs use college or
high school students to act as a big brother or
sister for a younger child who lacks one parent,
or wlio is withdrawn or has difficulties in relating
to other people. Big Brothers are volunteers and
70-71-
comprise a large corporation of helping people who
extend the programs of mental health agencies.
It has been referred to as "Amicatherapy" or
friendship therapy.
b. Other Volunteers help run teen centers and teen
activities grrups and otherwise contribute to the
treatment capability.
5. Examples of Treatment Programs
a. Big Brothers and Sisters serve about 65 children through
the Counseling Service of Addison County in Middlebury and
include some of the Weeks School children in its program.
Rutland serves approximately 50 children and Windsor County
has 20 children between ages 9 and 13. Many are children
from ANFC families in which there is only one parent.
b. A sheltered workshop is operated at Northeast Kingdom
Mental Health for teenagers who are retarded and have
completed their schooling, yet who could profit from addi-
tional supervision and training in socialization and in
occupational skills. Combined with this workshop the
youth receive counseling; some have big brothers and
recreation therapy is available.
c. In-patient service is available as needed at the local
general hospitals in all eleven Community Mental Health
Service areas, with consultation being provided through
the mental health staff. Very few children are being re-
ferred to either Vermont State Hospital or Brandon
Training School. All applications to Brandon Training
-72-
71
School are made to and screened by the Community Mental
Health Services and alternate resources are being util-
ized to a greater extent than formerly, with supportive
services being provided by the Community Mental Health
Services.
d. Emergency Services: All Community Mental Health Services,
except Windsor have emergency services on a twenty-four
hour, seven day a week basis, so that help is available
at any time. There is an answering service with staff
back-up available for immediate attention if needed.
While utilized more for adults, it is frequently used
by the teenager with drug or alcohol problems, occa-
sionally by the youth who has run away from home. Some
have only recently initiated the service but it *till be
required in all by January 1, 1975.
e. Partial Hospitalization: This is used almost exclusively
by adults except for a few teenagers. It enables a person
to remain at home rather than be sent to an institution
for twenty-four hour care. He is able to come into a
program at the Community Mental Health Services where he
may spend the greater portion of the day in therapy, activ-
ities and group interaction as part of his treatment. He
can also have his medication checked. It maintains him so
that he can stay at home and still receive treatment. This
is used mostly for patients who would otherwise go to the
Vermont State Hospital and for those who may be released
from the hospital earlier because of the existence of such
a program in the community. 7 2-73-
BRANDON TRAINING SCHOOL
Residential care and treatment for the mentally retarded or
developmentally disturbed, and including:
Educational services
Rehabilitation services
Community placement program (wage, family and boarding
homes)
Training for the profoundly retarded
Summer camp for residents and those residing in the
community
Dental services for residents and for those living in
Rutland and Addison Counties
Foster Parent Program
a. 50 grandparents for over 100 children
b. Includes daily outings, arts and crafts, woodworking,
gardening, training in self care.
VERMONT STATE HOSPITAL
Youth Treatment Center is for severely disturbed children who
need twenty-four hour care and treatment. This includes:
Diagnosis, evaluation and treatment plan with input from:
Neurologists Psychologists
Physicians Social Workers
Psychiatrists Educators
Rehabilitation services
Individual, family and group therapy
Other individualized programs including from pre-school
through secondary level and including help for special
learning disabilities, speech therapy, pre-vocational
training73
Parent education
-74-
Chemotherapy
Summer camp
Community Mental Health staff coordinate closely with hospital
staff in planning treatment, visits, etc.
7 4
-75-
I
0
DEPARTMENT OF SOCIAL AND REHABILITATION SERVICES
This report is intended to supply information concerning the four
divisions of the Department of Social and Rehabilitation Services and
how each provides services to children. This report attempts to provide
the data requested from the Department by looking at each Division sep-
arately and to furnish information under each of the following categories:
Eligibility
Age
Direct Service
Geographic Areas
Number of Participants
Consultative/Informational Service
Budget
DIVISION OF THE BLIND
A. Eligibility
Children need only possess a visual handicap or be legally
blind to he eligible for services from this division. Counsel-
ing services are provided to the parents in cases when their
child must experience corrective surgery and the parents are
unable to cope with the trauma of this experience. Eligibility
for pre-vocational counseling is decided when a child possesses
a physical visual handicap that in turn causes a vocational
handicap.
B. Age
All children from birth to 18 years of age inclusively may
75be clients.
-77-
C. Direct Services
1.- Corrective
a. Eye restoration
b. Surgery including removal of eyes
2. Counseling service with parents
3. Pre-vocatioaal counseling. This service provides voca-
tional training for the 14-18 year old in order to help
him earn a living.
D. Geographic Areas
The services of this division encompass the entire State
of Vermont. The only office is located at 81 River St.,
Montpelier, Vermont, Tel. 828-3405, and affords an opportunity
for clients or potential clients to receive service. Usually
a client receives services in his home by being visited by one
of two counselors who cover the State. See Attachment #1 -
State Map.
E. Number of Participants
Currently, the division has 19 clients in their rehabili-
tation unit and 11 clients in their medical and social services
unit of the age group of this report.
F. Consultative/Informational Service
The following services are provided by this division on be-
half of children:
Referrals to the Vermont State Library for talking
books. (Recorded tapes of books.)
Consultation with Department of Education concerning
student blindness or visual problems.
-78-
76
Consultative and informational services provided to
school nurses and public health nurses concerning
school children with eye problems.
Referring clients for eyeglasses to other organizations.
G. Budget
The average cost per client in the medical social
services unit is $80.00 and only state funded. Therefore,
the total present expenditure is'$1,520.00. The average
cost per client in the Rehabilitation Unit is $392.00.
The state share is 20% or $78.00 and the federal share is
$314.00. With 19 children currently in this unit the state
share is $1,482.00 and the federal share is $5;966.00.
Currently this division has no temporary federal grants.
DIVISION OF VOCATIONAL REHABILITATION
A. Eligibility
There are three basic criteria in determining eligibility
for vocational rehabilitation services in all cases as
follows:
1. a physical or mental disability is present;
2. a substantial handicap to employment exists;
3. vocational rehabilitation services may reasonably be ex-
pected to benefit the individual in terms of employability.
B. Age
There are no legal maximum or minimum age limits. Generally
children at the age of 16 may receive services from this divi-
sion since prior to age 16 they are not considered in the
employability age. Planning and services may begin at an earl-
ier age if the situation indicates that they are needed to pro-
%7mote future employability.
-79-
C. Direct Services
The division of vocational rehabilitation provides the
following direct services in the following general categories:
1. diagnostic services
2. restoration services
3. training services
4. guidance and counseling services during the rehabilitation
process
5. other goods and services to clients.
1. Diagnostic Services
a. general medical examinations
b. specialty examinations
c. hospital admissions for diagnostic purposes
d. social evaluations
e. educational evaluations
f. vocational evaluations
2. Restoration Services (Mental and physical)
a. treatment
b. hospitalization as needed
c. surgery
d. prosthetic appliances
e. other ancillary treatment services
3. Training Services
a. to promote academic, trade or on the job training
b. to provide social, and vocational adjustment
4. Other Goods and Services
a. provide room, board and travel during rehabilitation
41 b. assist in finding the client a job
c. furnish tools, equipment and licenses to clients
d. provide job follow-up after rehabilitation process
41 has been completed
e. provide services to family members when otherwise
not available from existing community agencies, when
41 necessary for the employability of the client
In addition to VR services delivered through four Regional Field
Offices, this division operates other special service programs to meet
41 the needs of special disability groups in special settings:
1. Irons Rehabilitation Center (rebuilds social and living
skills concurrent with vocational preparation for the
41 mentally ill and others with serious adjustment problems.)
2. Vermont Allied Services (consolidation of the Industrial
workshop and the workshop for the blind located at Vermont
41 State Hospital. Provides comprehensive vocational serv-
ices to the physically and mentally handicapped, the blind
and the homebound.)
3. Brandon Training School (internal VR programtfor residents
who might otherwise remain in the institution.)
4. Public Assistance/VR Unit (provides VR services to people
receiving general assistance and those involved in the WIN
(Work INcentive) program.)
5. VR/Corrections Program (to provide complete vocational rehab-
IP ilitation services to the eligible public offender at a
feasible point prior to his release from an institution
and those on probation and parole.)
7 9-81-
6. Disability Determination Unit (adjudicates all Vermont
claims for disability benefits under Social Security to..
determine medical disability and potential referral for
VR services.)
7. Rural Farm Family Rehabilitation Program (operated by the
Extension Service at the University of Vermont under con-
tract with VR to prevent further decay of the rural family
due to such factors as poor health care, lack of resources
and general poverty.
D. Geographic Areas
The service of this division encompasses the State of
Vermont and is operated through a central office located at
Montpelier and four regional offices and various units as
illustrated in attachments 2(a) and 2(b).
E. Number of Participants
As of July, 1974, a study revealed that 289 children 18
years of age or younger were receiving services from VR. It
is estimated that this figure is representative of current
numbers.
F. Consultative/Information Services
The following services are provided by the division of VR
on behalf of children up to 18 years of age inclusively:
1. The Vermont Association for the Crippled (VAC) in
Rutland furnishes information on all children who
leave their home in the event that child might be-
come a VR client.
80-82-
0
2. Information is provided on a continuous basis to school
nurses, public health nurses and private welfare agencies
concerning vocational rehabilitation information.
G. Budget
The VR division does not identify the cost of services by
age groups; however, since the clients who are 0-18 years of
age represent 10% of the total caseload an estimate of costs
can be made. The state share of costs totals $15,857 or 20%
while the federal share is $63,433. Currently this division
has no temporary federal grants.
DIVISION OF SOCIAL SERVICES
A. Eligibility
Services to children up to 18 years of age inclusively are
avialable when the child meets the following criteria:
1. when in custody through judicial process (adjudged
homeless, dependent or neglected)
2. when in custody through voluntary agreement with the
parents
3. when child is a recipient of Aid to Needy Families with
Children (ANFC)
4. when a 0-18 year old is a recipient of Supplemental Security
Income (SSI)
5. when a child is a risk of abuse or neglect.
B. Age
All children from birth to 18 years of age who meet the
above criteria are eligible to be clients. (Young adults age
18 to 21 may also be provided "child services" such as are
81-83-
necessary to allow completion of an education program),
C. Direct Services
The following are a list of services available to eligible
children:
1. Protective Services (investigation of neglect and abuse
complaints and recommends transfer of custody)
2. Substitute Care (child needs care and supervision)
a. Foster homes
b. Group homes
c. Institutional placements
3. Supportive Services
a. Health (dental, optical and mental)
b. Educational
1. special education
2. tutoring
3. vocational training
c. Counseling
1. division staff
2. community resources
3. legal counsel
d. Transportation
4. Day Care
Day care services are available to children who are
less than 15 years of age or 15-17 and require extra-
ordinary care or supervision. Children whose parents are
receiving ANFC are eligible for free day care services.
depending on assets and income levels.
Need for day care services may be based on the fact
that a child is retarded; in need of services to prevent
abuse or neglect, or because the child's parents al.,:
incapacitated, employed, or in training.
5. Work Incentive Program (WIN). (Designed to provide work
training for school dropouts between 16-18 to develop
employability.)
6. Adoption services (assist adoptable children through the
legal process of assisting them with adoptive parents.)
a. Conduct investigations for the Courts when a child
adopted in a foreign country is brought to Vermont
and must be re-adopted for U.S. citizenship.
b. Assist out-of-state agencies with placements in Vermont.
7. County Court divorce investigations (to determine which
parent is most suitable to retain custody of the child(ren.)
D. Geographic Areas
The services of this division encompass the entire State
of VerMont through the network of a central office at 81 River
Street, Montpelier, and twelve district offices as illustrated
by attachments 3(a) and 3(b).
E. Number of Participants
At the present time a total of 6,789 children 0 -18 years of
age are receiving services from this division as follows:
1. committed children - 1,340
2. day care - 2,509
3. Units A & B (Protective & Supportive) - 2,440
83-85-
4. personal services to siblings of committed children -
500 (educated estimate)
F. Consultative/Informational Service
This division is always prepared to furnish information
from its Resource Unit to anyone as needed. Any teenager
can walk in for information, but the division retains the re-
sponsibility to monitor, follow-up and assure services if the
child is in trouble. Occasionally the division staff may act
as advisors to Community Boards who are attempting to estab-
lish an activity for youths.
G. Budget
The following figures do not include staff costs, but only
monies spent in the delivery of services to children. During
fiscal year 1974, $1,952,734 was spent in child services. Of
this amount $1,212,364 was state appropriated while $645,956
was federally funded and the balance was made up from collec-
tions in the form of child support.
During the fiscal1974 year $1,662,550 was spent for Day
Care Services. Of this amount $1,280,164 was federal money
while $382,386 was State money.
At the present time, the adoption services in the division
receive financial support from the Turrell fund, a grant that
expires October 1, 1974.
DIVISION OF ALCOHOL AND DRUG ABUSE
A. Eligibility
A child 0-18 inclusively is eligible for treatment services
if he or she is an alcohol or drug abuser. Any child up to age
18 may avail themselves of the educational and employment services.-86-
84
B. Ages
All children 0-18 years of age are eligible; however,
pre-teens rarely are subjects of this service and only 1%
or less participate in alcohol abuse: treatment. In actuality
the 14-18 age group constitutes a large proportion of the
drug client population.
C. Direct Services
The Division of Alcohol and Drug Abuse (ADAD) delivers
services in four areas for the 0-18-year-old child as follows:
1. Education/training
a. by speaking to community organizations (reasons for
drug use and abuse)
b. by educating users and abusers on the effects of
drugs
2. Alcohol abuse treatment
a. diagnosis, evaluation, treatment of the alcohol abuser
b. one-to-one counseling
c. referrals to AA
3. Drug abuse treatment
a. residential
b. outpatient
4. Employment
a. program to assist ex-drug abusers to find employment
with an offer of stipends to employers to hire them
D. Geographic Areas
The services of this divi.Aon cover the State of Vermont
throdgh a Central Office at 81 River Street, Montpelier, eight
85-87-
district alcohol counselors, six alcohol residential.treatment-
centers, two drug treatment centers, eight drug abuse treatment
counselors and seven exug education regional coordinators as
illustrated in attachments 4(a) and 4(b).
E. Number of Participants
It is estimated that over a period of one year that this
division serves the following number of children up to age 18
inclusively:
1. Alcohol - 10-20 a year
2. Drug residential - 60 a year (capacity 30 for six months
at a time)
3. Drug outpatient - 170 a year including employment
assistance.
F. Consultative and/or Informational Services
1. Alcohol trainer and drug trainer work with educators and
service providers
2. Parents or friends can come in to obtain information
G. Budget
It is esttmated nat in the course of one year that a
total of $509,000 is spent for service to the 0-18 year old.
Of this amount approximately $484,000 or 80% is federally
funded and $101,000 or 20% is state funded. The breakdown
in spending follows:
1. Education/training - $90,000 (80/20% split)
2. Alcohol Abuse Treatment - $4,000 (State funded only)
3. Drug Abuse Treatment Outpatient - $238,000 (80/20% split)
86-88-
.0
4. Drug Abuse Treatment Residential - $135,000 (80/20%)
5. Employment Assistance for ex-drug uses $42,000 (80/20%split)
Currently a federal grant amounting to $80,000 is due to expire
September 30, 1974, without expectations of being refunded. This grant
has paid for regional coordinators in drug education.
87
-89--
.
1/30/15
DISTRICT
TOTAL
PFT &.-LS
POSITIONS
SOCIAL
DISTRICT DIRECTORS
AND SUPERVISORS
SERVICES STAFFING
SOCIAL WORKERS
CASE
AIDES(LS)
CLERICAL
STAFF
.CETA/
EEA
UNIT
AUNITB
UNIT
CRESOURCE
UNIT
BARRE
13
23
22
12
11
BEN! INGtON
10
12
22.
11
11
BRATTLEBORO
11
1'2
22
12
11
BURLINGTON
30
55
45
35
32
HARTFORD
11
12
22
12
11
MIDDLEBURY
12
.
23
21
12
12
MORRISVILLE
11
12
22
12
13
NEWPORT
RUTLAND
11
16
12
24
22
23
11
22
12
2100
i
o00
oi n
ST. ALBANS
14
23
22
.:,
1.2
21
ST. JOHNSBURY
11
12
22
12
10
SPRINGFIELD
13
22
22
22
11
WEEKS SCHOOL
11
SUB-TOTAL
164
21
32
.26
28
15
26
16
16
Supervisors
Social Workers
Clerical
ADOPTION UNIT
71
42
FOSTER CARE UNIT
51
31
SUB-TOTAL
.12
27
3
Management
Clerical
CENTRAL OFFICE ADMIN. 10
64
TOTAL PFT&LS
POSITIONS
186
Vacancies
-5Supervisor (1), Social Worker (1), Case Aide (3)
41
DEPARTMENT OF SOCIAL WELFARE
AID TO NEEDY FAMILIES WITH CHILDREN (ANFC)
In ANFC the monthly average caseload for FY 74 was 6,290 families.
They received an average monthly payment of $250. Total expenditures for
FY 74 were just under $19 million. The ANFC caseload includes both
adults and children; 70% of this caseload is, however, composed of
children (0 - 21) and these can be grouped:
0 to 5 - 4,1125 " 17 - 10,734
17 " 21 - 55415,300
GENERAL ASSISTANCE (GA) (EMERGENCY ONLY)
In the GA Program for FY 74, a total of $834,902 was spent for
families with children. $1,355 was given in money payments and
$133,547 was given in form of vendor payments. Approximately 60%
of the total spent was on behalf of children, or $500,000.
MEDICAID
Under the Medical Assistance Program, eligibility was established
for 20,591 children. The breakdown by groups is as follows:
Age Group:
0 to 6:
6 to 18:10 to 21:
S9oo -91-
Number:
5,14012,6672 784
20,591
DENTICAID PROGRAM FOR CHILDREN - FY 74
Period Covered: Claims: Mown:
7/73 - 9/73 1006 $ 50,14510/73 - 12/73 2116 140,3081/74 - 3/74 2246 169,6994/74 - 6/74 2379 172,114
7749__-..--..$532,266
For Committed Children:
Period Covered: Claims: Amounts
7/73 - 9/73 149 $ 8,85210/73 - 12/73 234 11,5041/74 - 3/74 228 12,7724/74 - 6/74 215 11,530
826 $ 44,658
EYE CARE FOR CHILDREN - FY &$
Total of 904 children received care under this program with a total
expenditure of $26,295.
NURSING HOME CARE FOR CHILDREN
9 Children in Level I ($33 max. per day): $8,910 monthly$106,920 yearly
6 Children in Level II ($24 max. per day):$ 4,320 monthly$51,840 yearly
BRANDON TRAINING SCHOOL NURSING HOME
88 Children ($18 per day): $47,420 monthly - $570,240 yearly
FOOD STAMPS
In July, 1974, 16,478 ANFC recipients were participating in this
program. Approximately 11,500 were children, giving them an additional
-92-
90
food purchase power of $175,000 monthly.
In the non-public assistance group, not including the Aged, Blind,
or Disabled individuals, there were approximately 19,000 recipients for
July, 1974. Sixty percent of this group, or 11,400 were children,
giving them an additional food purchase power of $210,000 monthly.
' DEPARTMENT OF EDUCATION
The administrative structure of the Department of Education is as follows:
Departmentprvices
1
State Board
Commissioner
DeputyCommissioner
Elem.& Spec. Ed.&Secondary PupilEducation Personnel
Services
Vocational Federal Adminis.Education Prog. Services
Planning Teacher &ContintegEducation
The Education Department is responsible for providing services including
approval of degree granting privileges, teacher certification, teacher education,
as well as approval of elementary and secondary public and private schools, in
addition to maintaining coordination of a state-wide education system.
The seven divisions of the Department can be briefly described as follows:
A. ELEMENTARY AND SECONDARY EDUCATION
1. Public School Approval
2. Early Childhood Education
3. Right to Read
4. Mathematics
5. Industrial Arts
6. Environmental Education
7. Alcohol and Drug Abuse Education
8. Driver Education
9. Health Curriculum Project
10. Neighborhood Youth Corps Program
IP 11. Social Studies Education
-95-
92
12. Science Education
13. Language Arts Education
14. General Elementary Curriculum
15. General Secondary Curriculum
16. Educational Assessment
17. Equivalency Programs
18. Alliance for the Arts
B. SPECIAL EDUCATION AND PUPIL PERSONNEL SERVICES
1. Special Education Services
a. mental retardation
b. learning and behavioral handicaps
c. crippled and other health impaired
d. multiply and visually handicapped
e. language speech and hearing services
f. training
2. Pupil Personnel Services
a. guidance services
b. health services
C. VOCATIONAL EDUCATION
1. Area Vocational Centers
2. Post Secondary Education
3. Adult Education
4. Manpower Development and Training
5. Youth Organizations
6. Career Education
-96-
D. FEDERAL PROGRAMS
1. Title ,I ESEA - education for the disadvantaged
2. Title II ESEA - supplemental aid for school library resources
3. Title III NDEA - resources for "Critical subject
4. Title III ESEA - educational innovation
5. Title VII ESEA - bilingual education
E. ADMINISTRATION SERVICES
1. Child nutrition programs
2. School facilities plan
3. Teacher placement
4. Private school approval
5. Development of school transportation policies
6. Building aid
7. General state aid to education
F. PLANNING DIVISION
1. Department Planning-
2. Interagency Planning
3. Local school and district planning
4. Action research studies
G. TEACHER AND CONTINUING EDUCATION
1. Teacher certification
2. Secondary school equivalency testing program (GED tests)
3. Adult education
4. Architecture-crafts - total living environment-arts and craftsservice
H. DEPARTMEP7 SERVICES
1. State aid
2. Legal Counsel
-97-
A. ELEMENTARY AND SECONDARY EDUCATION
Introduction
The Principal Functions of the Division of Elementary and Secondary
Education are:
1. As set forth in Title 16, 906 of the Vermont Statutes:
promulgate in/for elementary and secondary schools.
Curriculum Development Learning Materials and Resources
a. Basic skills of communication, including reading,
writing and the use of numbers (mathematics);
b. Citizenship, history, and government in Vermont
and the United States;
c. Physical education and principles of health;
d. Knowledge of English, American and other litera-
ture;
e. The natural sciences;
f. Such other knowledge as the State Board or Local
School Board may deem desirable. (Examples are:
1/ Environmental Education in accordance with
Resolution adopted by State Board of Education,
May 18, 1970
2/ Modern languages/other cultures
3/ The Arts
4/ Industrial Arts
5/ Humanities).
2. Meet responsibilities to State Board of Education
a. Preparation and presentation of pertinent data on
Elementary and Secondary Educational Programs
b. Specific recommendations
c. General briefings
-98- 9 5
3. Provide the leadership service required of the Department
to school districts and their 55 school superintendents
implementing local designs for elementary education as re-
quired in elementary requirements and standards determined
by the State Board of Education for school approval.
4. Through instructional leadership services to elementary and
secondary principals and other leaders in curriculum develop-
ment, implementation, and evaluation; promote the improve-
ment of learning experiences in the seventy-one public
high schools and the three hundred and forty-six public
elementary schools.
5. Fulfill the leadership role required of the Department for
approval of public elementary and secondary schools and
direct studies leading to the improvement of this process
(VSA Title 16 165).
6. Support legislation pertaining to areas of-responsibility.
7. Provide Early Childhood Education consultative and liaison
services in planning, developing, and evaluating learning
programs for young children, working in coordination with
other Departments and Agencies when appropriate to do so.
8. Provide consultant, liaison and dissemination services to
LEAs for the purpose of improved educational opportunity
for Vermont elementary and secondary school pupils.
a. Field work, services, and activities:
Conferences Publications
Observations/Consultations Exhibits
Workshops/Demonstrations On-site visits
-99-
Cooperative work in the creation of teaching/learning
materials
Promotion of community resources/parent involvement
Work for articulation and integration in subject areas
and in personalized learning experiences from kinder-
garten and elementary through the secondary levels in
the schools across the state
Services for more effective utilization of libraries
and instructional media.
9. Maintain appropriate liaison with external agencies and/or their
instructional component(s).
a. Vermont Education Association and numerous instructional/
curriculum-oriented committees and a:filiates
b. Vermont Headmaster's Association
c. Vermont Elementary Principals' Association
d. Vermont Association for Supervision and Curriculum
Development
e. Vermont Superintendents' Association
f. Vermont Educational Television
g. United States Senate Youth Program
h. Governor's Committee on Children and'Youth
i. Agency of Human Services
j. Agency of Environmental Concerns
k. Others to which staff members are appointed or having a
working relationship
1. Student councils
10. Coordinate appropriate activities with Special Education,
Vocational-technical Education, Teacher and Continuing Educa-
tion, and other Department Programs.
-100-97
11. Direct, develop, and supervise the state and federally funded
Alcohol and Drug Education Programs. (VSA Title XVI SS 51-55)
12. Direct and sup..rvise the Driver Education Program as provided
by Vermont Statute. (VSA Title XVI SS 1045-1046, also Act # 260
of 1972)
13 Develop arts and humanities programs and promote coordination
with other disciplines.
14. Direct the Right to Read Program.
15. Sponsors Neighborhood Youth Corps In-School Program
Synopses of recent activities of the Division of Elementary and
Secondary Education
Vermont's public school population during the past two years
averaged 106,000 students including both elementary and secondary
school enrollment. The scope of responsibility for state leader-
ship service to the schools these pupils attend is great. Brief
synopses of recent activities of the Division of Elementary and
Secondary Education in carrying out its functions follow.
1. Public School Approval
All Vermont elementary schools are approved thr).,.gh 186 plans
developed at the local level with the assistance of staff from
the Division of Elementary and Secondary Education. The plar-
have been approved by the Commissioner of Education. The
Vermont Design for Education, a statement of philosophy with
17 b'sic concepts appears in the appendix of this paper and
was studied by these local communities.
The approval of seventy-one public high schools is processed
by this Division.
A State Board of Education mandate to the Director of the
101
98
Division of Elementary and Secondary Education for the development
of an Early Childhood K-12 approval plan for public schools
resulted in one of the current major activities in Vermont
education. Five public hearings were completed recently. This
activity will continue until a finalized document has been acted
upon for the State Board of Education. The new process will
then be a major endeavor.
Early Childhood Education
There has been an increasing emphasis lately on early
childhood in the State generally as well as in the Department
of Education. Early childhood, as a term, is used to refer to
children from birth to eight years of age. It can apply to
,!hildren in kindergarten and primary grade programs as well as
to :hose in essential early education or other pre-school pro-
grams. The search for educational solutions for these young
children has been marked by a wide diversity of approaches.
In Vermol,t, from 1972 to 1974, twenty-six local school dis
tricts added kindergartens to their public school programs.
This brought the total number of districts having public kinder-
gartens to 96 and the percentage of Vermont children recei7iclg
public kindergarten instruction to a little over 50%.
Drastic reduction in 1972 federal funding for child care in
day care centers and homes in Vermont made the need for services
".widely recognized. In 1973, legislators, child care specialists
and interested citizens, working together as a legislative sub-
committee, made a preliminary study of 'child care problems.
The Department has received from the federal governm-n-
annually a small sum for the purpose of improving its capabi.lity
102
99
to provide technical assistance to school districts with Follow-
Through programs and others wishing to establish similar programs.
Two committees on early childhood education were active dur-
ing the 1972-74 period; one, a state-wide committee, the Advisory
Committee on Pre-school Planning; the other the Committee on
Early Childhood Education, chaired by the Director of the Div-
ision of Elementary and Secondary Education. The latter commit-
tee has recently completed a Department position paper on early
childhood education.
3. Right To Read
The national Right to Read effort is a coordinated endeavor
involving all segments of society to insure that no American shall
be denied a full and productive life because of an inability to
r-,,d effectively. Its application in Vermont is directed towards
eradicating illiteracy in the State by upgrading the competencies
of teachers.
4. Mathematics
A contracted mathematics consultant developed cooperatively
with teachers a Pupil Progress Chart on basic competency in
mathematics. This is a major project. He assisted with the
approval plans of new school facilities, and served on evaluation
committees leading to recommendations for approval of two high
schools and one teacher education college program. Other duties
included serving on the Metric Committee of the Department of
Education and planning metric workshops. The consultant was
active with the Vermont Bankers Association Education Committee
in developing workshops on Money and Banking for Vermont schools.
no-103-
5. Industrial Arts
A significant growth in student enrollment, facilities,
program and curriculum development in the area of Industrial
Arts was evident during the past two years. Industrial Arts
is presently enrolling approximately 28,301 pupils in grades
7-12.
6. Environmental Education
Vermont is at present engaged in an unprecedented effort
to protect the environment through legislation, education and
citizen action.
The Vermont State Department of Education has directed its
efforts towards urging all schools in the State to promote
practical projects for the involvement of students and citizens.
These projects are intended to evpand ecological understanding
and appreciation.
The Division continues to work with the Northeastern Envir-
onmental Education Development project (NEED); the Federation
Garden Clubs of Vermont; and the Environmental Conservation work-
shop in cooperation with the Department of Forest and Parks.
The Division also provided support for Environmonth 1973 and 1974
and helped with the planning effort for the proposed Outdoor
Environmental Laboratory at the elementary school in Richford.
During the past two years, an interagency operation, the
Vermont Environmental Action Groups, became active with the
Deputy Commissioner of Education and the Coordinator of Science
and Environmental Education representing the State Department
of Education. A major thrust of their work was a "state of the
arts" study of environmental education to provide a comprehen-
sive picture of what was happening in Vermont public and private
schools.
7. Alcohol and Drug Abuse Education
During the summer of 1972, teacher training sessions were
held in Rutland and Burlington, and in the summer of 1973, two
more were held, one in South Burlington, the second in Wilmington.
In addition to these major training sessions an experimental
advanced session was held each summer for those who had trained
in previous major training sessions. These training sessions
were attended by school personnel, superintendents, principals,
teachers, students, parents and other interested members of the
community. Two hundred and fifty people were trained in the
sessions held during the past two years.
In 1973, six high school students were added to the Alcohol
and Drug Abuse Education Advisory Council as moved by the State
Board of Education. The high school members recommended that
high schools have student advisory councils. This reinforced
the Department's guidelines that students participate in the
planning and implementing stages of alcohol and drug programs.
Alcohol-Drug Education programs in the schools are coordin-
ated with the Alcohol and Drug Rehabilitation Division of the
Agency of Human Services. Staff members of the Alcohol and
Drug Rehabilitation Division and members of the Department of
Education are trainers at the training sessions as well as on-
site consultants to the schools.
1:2
-105-
8. Driver Education
Driver Education programs are attempting to replace those
people on the road who approach driving with hostile attitudes
with those who see the driving task as a cooperative activity
of civilized people.
During the past two and one-half yea/s, the Department has
worked cooperatively with the Vermont Alcohol Countermeasures
Project in order to provide young people with factual information
and analysis of actual Vermont highway lccidents related to
alcohol. New curriculum material pertaining to drinking and
driving, developed cooperatively by the Department of Education
and the Vermont Alcohol Countermeasures Project, is currently
being tested in all Vermont high schools.
9. Health Curriculum Project
The Vermont State Department of Education is involved in
developing a Vermont Health Education Resource Guide on K-12
continuum.
10. Neighborhood Youth Corps Programs
The Vermont State Board of Education sponsors the 7eighbor-
hcod Youth Corps In-School and Summer Program for the entire
State of Vermont, except Burlington. The program is available
to all secondary schools in the State, and approximately 70.
schools have had enrollees during the biennium.
Enrollee wages have increased from $1.60 per hour to $2.00
per hour as determined by the U.S. Labor Department and wage
laws. The trend is to make enrollee jobs more meaningful and
educationally oriented. Student tutoring, outdoor science
103-106-
studies, and nature developments have been added to the varied
list of job opportunities.
The Neighborhood Youth Corps programs have operated with an
enrollment of 216 per year in-school enrollees and 1,200 per
year summer participants. Federal funds totaling $1,349,820
have been used in the two-year period with over 80 percent of
this amount being paid to enrollees.
The Neighborhood Youth Corps program is gradually undergoing
a change from federal to state control. The State of Vermont
will be prime sponsor of all Manpower programs with the State
Board of Education subcontracting for in-school and summer
Neighborhood Youth Corps. The Manpower Planning Services will
control and monitor the programs.
B. SPECIAL EDUCATIONAL AND PUPIL PERSONNEL SERVICES
Introduction
This Division has the dual responsibility for assisting educa-
tional units in the expansion and improvement of programs which
meet the educational needs for handicapped youngsters, and in the
development of guidance, health and psychological services in a
coordinated pupil personnel team. Great strides have been made in
both areas during this biennium.
Long range planning, improvement of services at the local level
through teacher training activities, development of different models
for delivery of service and continued public support, have assisted
in the accomplishment of the third step of the TEN YEAR PLAN FOR
MINIMUM ESSENTIAL SPECIAL EDUCATION. Local, state and federal funds
coupled with dedicated professionals have allowed for the continua-
tion of quality programs for special children.
-107- 104
The PLAN FOR SPECIAL EDUCATION itself is a design through which
children with handicaps in all school districts of Vermont will be
provided with staff and other educational resources needed to assure
them of a free public education. The Plan, if carried to comple-
tion, will result in minimum essential services being available to
all of the children by 1983. In addition to maintaining and improv-
ing the existing special education in residential centers, homebound
and hospital programs, and special classes, an intensified effort is
being made to provide new programs for pupils with speech impairment,
learning disabilities, behavior handicaps, profound mental retarda-
tion, and other multiple handicaps.
How many handicapped children are there in Vermont? Our present
estimates indicate that there are about 17,437 in the school-age
group and about 1,800 in the pre-legal school-age group. These
figures are derived from a census taken in school districts in 1973
and from the Department of Education estimates using national and
state incidence rates.
School districts still vary greatly in the percentages of pupils
served by special education programs. There is-also a wide varia-
tion within districts in services depending upon the type of handi-
cap. However, the gaps in special education programs are closing
as services reach new areas of Vermont or reach more adequate levels
within districts providing service.
How does Vermont compare with other states in regard to number
of handicapped children in programs? A recent publication of the
United States Office of Education called SERVICES FOR HANDICAPPED
YOUTH: A.PROGRAM OVERVIEW reports that the national percentage of
school age handicapped youth served in the United States is estimated
at 39%. Vermont today has 36% of its handicapped children in
approved special education programs as compared with 12% in 1971,
the year before the TEN YEAR PLAN was established, showing that the
State is advancing toward the national average.
1. Special Education Services
a. Mental Retardation
During the biennium there has been a seventeen percent
(17%) increase in enrollment of mentally handicapped young-
sters in special classes. This includes elementary and
junior high classes as well as Diversified Occupations Pro-
grams for secondary handicapped pupils and Work Activity
Programs for advanced trainable pupils. Other mentally
handicapped youngsters not enrolled in special classes have
been served by consulting teachers and by tutors.
The youngsters graduating from Diversified Occupations
Programs in Area Vocational Centers now receive regular high
school diplomas. On the job training programs have resulted
in economic independence for a majority of the special class
graduates. Cooperative programs with Mental Health Services
and with Vocational Rehabilitation assist the less independ-
ent youngsters by providing on-going training and sheltered
workshop activities.
Mentally handicapped youngsters are included, wherever
possible, in the life of the school community and receive
the ancillary services available at the local level. During
this biennium, Federal funds, earmarked for mentally handi-
capped youngsters in area programs, have provided a variety
-1 no- 10 6
of enrichment activities; physical, mental and psychological
services; and additional staff which has allowed the focus
to be on the total needs of the children.
Continued support of and training for special class
teachers is an on-going process designed to insure quality
education in special classes.
The goal of special class programs is to assist the
mentally handicapped individual in maximum development of
personal, social and economic potential, thus insuring
these people a sense of human dignity and worth, and parti-
cipation in society as a decision making contributing
citizen.
b. Learning and Behavioral Handicaps
A major goal of the Division during the two-year period
was to provide technical and financial assistance in the
delivery of special education services to 640 previously
unserved school-age children and youth with learning and
behavioral handicaps.
c. Crippled and Other Health Impaired
The goal of each program for children with crippling
and other health impairments is to provide continuous aca-
demic and social growth in a school which deviates as
little as possible from that attended by more normal peers.
Some State school systems and individual schools which
have made great headway in this respect include the Benning-
ton School district, Brattleboro Union High School, and
Castleton Elementary School, North Country Union High School,
107-110-
Poultney High School, and the Rutland School Systems. Be-
hind each successful educational setting for the physically
handicapped youngster in the regular school setting, stands
at least one dedicated advocate. This person's duties
range from organizing the school program, to assistance in
toileting and to aid in the securing of employment.
Schools built within the last three years are considered
to be free of architecturalbarriers. Some schools are in-
stalling minor modifications which meet the needs of a par-
ticular student at the time. Only about one in every three
crippled children needs some special equipment, curriculum
adaptations, elimination of architectural barriers or daily
physical therapy.
The Division of Special Educational and Pupil Personnel
Services provides for the continuation of a child's educa-
tion while in the hospital and during recovery at home. If
education is a preparation for the future, then tutoring
while in the hospital provides link with the future by re-
lieving some of the child's anxiety brought on by hospitali-
zation. In the Burlington area, a full-time teacher is
employed to cover the area hospitals. Other hospitals are
covered by part-time tutors. Over the past two years, 436
pupils have been served by the tutoring program.
A smaller number of pupils with more severe physical
impairment who require temporary or permanent residential
care are placed at the pediatric unit of the Vermont
Achievement Center in Rutland, at Crochet Mountain in
108
New Hampshire, and other approved residential centers. The
Child Health Services of the State Department of Health con-
tinue to play a major role in providing the medical and re-
lated counseling services required. The Division works
closely with the Department of Health and the Vocational
Rehabilitation division in providing services for these
children.
d. Multiply and visually handicapped
Considerable progress was made in the past two years in
the identification and education of multiply handicapped
students, along with greater coordination among agencies on
meeting their special needs. Planning with the Department
of Health, Mental Health, and Rehabilitation aims at provid-
ing a long-range program for these children that will assure
them as independent an adulthood as possible.
Residential schools for handicapped children have an
increasingly larger proportion of multiply handicapped stu-
dents in their student bodies. However, more of these stu-
dents are being educated in their communities or in area
special education classes than a few years ago. An inten-
sive effort is underway to identify the few multiply handi-
capped children still unserved and arrange an appropriate
education for them.
Over eighty percent of Vermont's visually handicapped
students have been identified and are receiving services.
Consultation for classroom teachers, parents and students
is provided, along with the provision of instructional
I )9-112-
materials. Students in regular classrooms are served by
itinerant consultants. A few students, with very special
needs, attend residential schools.
The itinerant program serves nearly one hundred visually
handicapped students widely scattered around the state.
Arrangements for local support help on a daily basis can be
made when needed.
During the two years, responsibility for home and school
pre-school programs was assumed by the Division. Systematic
evaluation of pupil achievement and better pre-vocational
ccuaseling skills have upgraded the existing services.
P.Lanning sessions with Maine and New Hampshire, and on a
national level, have been initiated. Emphasis is upon more
effectively serving handicapped students in rural areas by
an itinerant program.
e. Language, Speech and Hearing Services
The Language, Speech and Hearing Services program has
continued to crow during the two year period. As of June
1974, there were 41 speech pathologists providing services
to 4,284 students identified as needing improvement in
communication skills. This represents about 28% of the stu-
dents have language, speech and hearing problems in Vermont
schools.
There are presently 20 speech pathologists who are sup-
ported by funding from the Vermont General Assembly. Other
p:ograms are funded with Federal monie from Title I 89-10
and 89-313.
110
Increased emphasis on providing services to the hearing
impaired within the local school district has been initiated.
Federal program funds to implement an educational audiology
program on a pilot basis in the Northeast Kingdom called
Project HEAR have been approved. This Project will serve
as a model for identifying those students who have educa-
tionally significant hearing losses and will identify ways
of providing educational instruction to these students.
Services to the 97 severely hearing impaired pupils have
been provided both at the Austine School for the Deaf and
the Austine Educational Unit in Burlington, and at other
centers out of state. A center of the Deaf-Blind has been
set_ up at the Vermont Achievement Center.
At the Austine School, the continued emphasis has been
on preparation of the student for further education and
skill training. To assure that services are provided to
he hearing impaired that meet the needs of all, a comprehen-
sive plan is being developed. This will relate to the early
identification of hearing impaired and to provisions for
educational and vocational services that will meet the needs
of both children and adults. The Austine School and the
Brattleboro Area Vocational Center cooperate in an inte-
grated program of vocational education of deaf pupils.
Another program emphasis has been on building programs
that will successfully integrate the less severely hearing
impaired child in the regular classroom at the local level.
To achieve this, continued in-service education has been
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provided to teachers in local schools who are serving the
hearing impaired. Also support services from the staff at
the Austine Educational Unit has provided training and
follow-up services for students who are served in the local
schools.
f. Training
Training for regular educators dealing with the handi-
capped learner as well as training for the specialist are
offered by the Division in a number of forms. The emphasis
is on the delivery of service to the child based on his/her
individual needs.
The close of the biennium marked the completion of a
two-year project to train Diversified Occupations teachers
of secondary mentally handicapped students and the beginning
of a two-year grant entitled IMPACT. IMPACT will provide for
the improvement of teaching methods for regular class
teachers involved in the education of handicapped learners.
A second major goal of the Division during the past two
years has been the training of 330 additional classroom
teachers in the essentials of teaching and managing children
with learning and behavioral handicaps. Thus, learning
specialist trained regular classroom teachers in the knowl-
edge and skills essential to individualizing instruction and
changing inappropriate behavior. This training was provided
at several levels.
Unfortunately, even trained classroom teachers have
had little or no control over the home situation. For this
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reason, the Division chose as its third major goal for the
two years the provision of direct services to parents of
children with learning and behavioral handicaps. Training
in the basic principals of behavior analysis was provided
for fifty parents through a series of workshops conducted
by two faculty members of the Special Education Program
and the Department of Psychology at the University of
Vermont in cooperation with consulting teachers, regular
classroom teachers, school administrators, and teaching
parents from the Residential Learning Center in Burlington.
The workshops were successful in demonstrating effec-
tive changes in many of the children whose parents partici-
pated. All parents expressed appreciation for the
opportunity to participate and indicated improved relation-
ships with their children. In addition, classroom teachers
and administrators from participating school districts also
cited improved home/school relations as a result of parent
training.
2. Pupil Personnel Services
Pupil Personnel Services represent the guidance, school
psychological and health services activities undertaken by the
Department of Education. Under this office, these activities
are planned and coordinated so that the needs of the students
may be understood and effectively met within the educational
system.
a. Guidance Services
The Department's responsibility in the area of Guidance
is to plan activities that will encourage and support each
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local counseling staff in creating and delivering services
to young people as they consider various choices, make de-
cisions and accept the adjustment each must make as he
moves through life. During this two-year period, the gui-
dance services consultant initiated a special Guidance
Improvement Project designed to update local plans for
guidance.
b. Health Services
The agreement to share a consultant in School Health
Services, made earlier between the Department of Health
and Department of Education, has proved to be increasingly
significant in improving school health services. It has
provided strong leadership for school nurses and dental
hygienists by combining medical and educational
responsibilities.
During this biennium a recommended comprehensive program
for Vermont School Health Services was developed in coopera-
tion with the Vermont State Medical Society, Vermont State
Dental Society, Vermont School Nurses' Association, Vermont
Superintendents' Association, Vermont Elementary Principals'
Association, and Vermont Headmasters' Association. Both the
State Board of Education and the State Board of Health have
approved these guidelines for developing and implementing a
health services program in Vermont schools.
The School Health Services Consultant has secured grants
and has provided two week long workshops for eighty school
nurses on hearing conservation coordinated between the
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Health Department and the Vermont Achievement Center.
Additional grants secured in cooperation with the Vermont
School Nurses' Association and the Center for Disorders
of Communication have provided for four week long neurol-
ogical workshop for an additional eight school nurses.
Leadership and coordination was provided among the
Departments of Health, Mental Health and Education by the
consultant serving as both a member and the chairman of the
Developmental Disabilities Council in its planning and ad-
vising on services to the developmentally disabled.
The consultant coordinated efforts to keep school health
personnel aware of community trends in health care delivery
by serving on the Board of the Home Health Agencies, and by
representing the Department of Education on the Task Force
for Early Periodic Screening, Diagnosis and Treatment.
The throat culture program has been expanded to a state-
wide program; the "School Alert" program in cooperation
with the Vermont Epilepsy Association has been instituted;
the S.A.F.E. Immunization Program has been implemented
statewide through Departments of Health and Education coor-
dination; and a lead screening program has been developed
by coordination between the Departments of Health and
Education.
C. VOCATIONAL EDUCATION
Vocational-Technical Education has maintained a continued imple-
mentation of the area vocational center program which was mandated
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115
by the 1964 legislature and of policies developed by the State Board
of Education in 1965. These included programs for both youths and
adults. Career Education, which began in 1970-71, continued to
flourish and expand in 1972-74. Personnel in the Division of
Vocational-Technical Education played a large part in helping the
Career Education concepts grow.
Vocational-Technical Education is supported at the federal,
state and local levels. Programs are operated under a Vermont-State
Plan, which is prepared annually and has a five-year projection.
Major activities in vocation-technical education during the
biennium follow:
1. Area Vocational Centers
The thirteenth center, Brattleboro area Vocational Center,
opened in September, 1972. The fourteenth area vocational
center at Rutland completed its construction in early 1c74.
After several surveys and studies, development of alternatives
by committees, and a selection of one of these alternatives by
people in Franklin County, the State Board of Education approved
construction of a second small center in the Enosburg/Richford
area of Franklin County to meet the needs of the students in
that area.
Vocational Enrollments
Growth in the number of persons served is indicated below:
FY 1972 Fall, FY 1974
High School 12,142 14,805Regular 6,781 8,835Homemaking 5,361 5,970
Male 606 1,127Shared Time 981 1,545
Post High School 235 235M.D.T.A. 22 30
Adult 4,550 5,198
116
The total number of co-educational programs, exclusive of
consumer and homemaking education, offered in Vermont grew from
284 at the beginning of the 1972-74 period to 365 at the end.
Included in this picture were five new types of programs:
Communications Dispatcher and Diesel Hydraulics, Randolph Area
Vocational Center; Tree and Landscape Management, Mount Anthony
Area Vocational Center; Aviation Mechanics, Burlington Area
Vocational Center; Maintenance Mechanics, Brattleboro Area
Vocational Center and new programs in agriculture at the
Burlington Area Vocational Center, Manchester and Union #32
High School.
In addition, there were about 64 Consumer and Homemaking
Education programs at the end of the period. Cooperative Voca-
tional Education programs, where a student spends abcut half
time in school and half time on the job, increased enrollments
from 465 students in fiscal year 1972 to 771 during fiscal year
1974. The shared time enrollments from schools outside the area
vocational center increased from 981 to 1545 during the two
years.
2. Post Secondary Education
The Vocational-Technical Education Division assisted in the
operation of the three schools of practical nurse education at
Putnam Memorial School at Bennington, Thompson School at
Brattleboro and Fanny Allen School in Winooski. Enrollments re-
mained constant during the period. This is the only post second-
ary institutional-type occupational education program administered
by the Department of Education.
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During fiscal year 1974, the Division and the Vermont
Community College carried on cooperative efforts to attempt to
establish post secondary occupational programs using the area
vocational center facilities.
3. Adult Education
As additional area vocational centers have opened, the
number 7f adult vocational courses has increased. The number
of adults enrolled in such courses also increased from 4,550
to 5,198. One hundred ninety-eight of the latter figure were
disadvantaged adults. Special efforts were made during the
two years to provide courses for these individuals. The great-
est increase in enrollments for adults was in the consumer
and homemaking courses. Efforts were continued during the
biennium to provide training for new and expanding industries
in the state.
4. Manpower Development and Training
Consultants from Manpower Development and Training cooper-
ated with the Department of Employment Security and other state
and local agencies in the development of a Vermont Manpower
Development and Training Plan for fiscal years 1973-1974. Con-
sultants also developed, initiated, supervised, and evaluated
programs in basic education and occupational skill programs for
664 adults. This also includes three programs for 118 individuals
funded to private/public training institutions both within and
outside the State of Vermont.
A long step forward on the road to a decentralized and decat-
egorized Manpower system was taken in 1973. On December 28, 1973,
the President signed into law the Comprihr§ive Employment and
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Training Act (CETA), advancing minimal federal direction of
program design and operatim. The transfer promises to reduce
the past fragmented manpower development efforts by several
agencies in which multiple projects were independently aimed
at similar problems. Under the new legislation elected offi-
cials will act as prime sponsors for target populations within
their jurisdiction. The prime sponsor for the State of Vermont
will be its Governor. CETA programming within the state is co-
ordinated by the Office of Manpower Services within the Human
Services Agency. This Act gives the Department of Education a
specific role to play in the training of the State's manpower.
5. Youth Organization
The activities of the vocational student organizations are
an integral part of the secondary instructional program to which
they relate. The organizations active in Vermont are DECA
(Distributive Education Clubs of America), FHA (Future Home-
makers of America), FBLA (Future Business Leaders of America),
VICA (Vocational and Industrial Clubs of America) and the FFA
(an organization of students studying Agribusiness Education),
Vermont is the only New England state to have a VICA organization.
6. Career Education
Vocational education programs are a significant and essen-
tial component of Career Education. However, the concept embod-
ies all portions of education at all levels with emphasis as
follows: Career Awareness - Grades K-6, Occupational Orienta-
tion and Exploration - Grades 7-10, and Career Preparation -
Grades 11-Adult. 1 9-122-
D. DIVISION OF FEDERAL PROGRAMS
Introduction
The Division of Federal Programs is responsible for the adminis-
tration and coordination of programs funded through the Elementary
and Secondary Education Act, the National Defense Education Act, and
the Follow Through Technical Assistance Act among others. During
this biennium the Division administered over $8.5 million in federal
funds. These funds provide services for elementary and secondary
students attending private as well as public schools.
Since 1965, when federal aid to the States emerged as an impor-
tant source of educational revenue, the mandate from Congress has
been to deliver improved educational opportunities and services to
all school children. Each source of federal funds is designed to
meet a specific educational need.
It is the responsibility of the Division of Federal Programs,
through the various funds that it administers, to provide assistance
in dollars, people and technical assistance to local school system.
1. Title I - E.S.E.A. - Education for the Disadvantaged
Title I of the Elementary and Secondary Act of 1965 was
establishd to aid children who were educationally disadvantaged.
It recognized that there is a relationship between low academic
achievement in school and the degree of economic poverty in a
neighborhood, town or country.
Once a school district has been declared eligible for Title
I funding, any child within that district who is one or more
years below grade level in critical subject areas is eligible
for Title I services. The determination of which services will
120-123-
41
be provided is a decision made by the local district and
reviewed by the State Title I office.
During the recent biennium, Title I funds provided the
services of over 460 educational personnel who were able to
serve 13,500 Vermont school children in need
Title I - Funding Levels
of help.
1973 1974
Part A Education for the Disadvantaged $2,343,361 $2,093,951
Part B Incentive Grants 276,662 366,412
Part C Urban and Rural Grants 13,758 29,070
2. Title II - Supplemental Aid for School Library Resources
The relationship between the school library and the classroom
is growing in importance each year. Title II of the Elementary
and Secondary Education Act was established to help schools keep
pace with new methods of information delivery.
Title II - Funding Levels
1973 1974
Total State Allotment $225,000 $206,217
Administration 28,000 27,522
Basic Grants to Elementary Schools 197,000 160,791
Title II funds are disbursed to Vermont elementary schools
on a formula basis, each school receiving its portion of funds
based upon its per pupil expenditures for instructional resources
and its pupil population. The State Title II Consultant provides
assistance to all Vermont schools in seeing that coordination
takes place when new materials for the resource center are
purchased.
121-121-
3. Title III - Education Innovation
Title III of the Elementary and Secondary Act provides the
only source of funds available to schools to cope with the
numerous changes influencing the lives and minds of their stu-
dents. The purpose of Title III funds is to allow schools to
develop new course offerings or institute new methods of in-
struction which will improve the ways that students leaim.
During the biennium, the state Title III office has aided over
one hundred school districts to make changes in their curricu-
lum in direct response to the needs of their students.
Title III grants are awarded to schools on a competitive
basis. It is the responsibility of the Title III unit to
insure that each grant receives a fair and thorough review,
that it meets federal guidelines, and that it is an innovative
response to a critical educational problem. Once a school sys-
tem has received a Title III award, it becomes the role of the
state staff to provide any necessary technical assistance that
a school may need to operate its new program.
Title III - Funding Levels
1973 1974
Total State Allotment $588,376 $544,927
Regular and Mini-grants 344,300 302,747
Handicapped 67,750 62,180
Guidance, Counseling, Testing 16,326 30,000
Administration of State Plan 150,000 150,000
4. Title VII - Bilingual Project
The Division was able to secure a grant of $99,000 for the
northern tier of Vermont's school districts. A grant for
122
Bilingual Education to serve French-Americans rrliding in
Vermont has been awarded to the school districts of Bloomfield,
Brunswick, Canaan, Lemington and Norton, but will also serve
Bakersfield, Berkshire, Enosbv.rg, Montgomery, Richford, Brighton,
Charleston, Coventry, Derby, Holland, Jay, Lowell, Morgan,
Neirport City, Newport Town, Troy, Westfield, Winooski, Alburg,
Grand Isle, Isle La Motte, North Hero and South Hero school
districts.
The purpose of this project is to provide school systems
with a French-speaking population with the capEbility of devel-
oping a bilingual instructional and cultural program. Once the
program has met with initial success in one school district,
the experiences and results will be shared with the other
participating districts.
E. SCHOOL ADMINISTRATION SERVICES
1. Child Nutrition Programs
a. School Lunch
Public Law 93-150, passed in the fall of 1973, brought
significant changes in federal reimbursement for school
lunch programs. the potential maximum per meal reimburse-
ment was raised and will be adjusted twice annually in the
future relative to changes in the "cost of eating away
from home" index. The exact amount of reimbursement pay-
ments for free and reduced price meals was made dependent
upon actual monthly per meal cost. State per meal reimburse-
ment payments for flee and reduced price meals was made
dependent upon actual monthly per meal cost. State per
123-126-
meal reimbursement has remained fairly steady during the
past two years.
b. Milk and Breakfast Assistance
Children in Vermont schools who qualify for free
lunches will also be eligible for free special milk in
coming years.
Breakfast reimbursement to Vermont schools also in-
creased e--ing the past two years, going from a maximum
of 15 cents on free breakfasts served in fiscal year 1973
to a maximum of 21 cents on free breakfasts served in
fiscal year 1974.
Day care and head start programs partiCipating in the
Special Food Service Program for Children have continued
to improve the quality of their food services. New legis-
lation passed just recently brought increased reimburse-
ment to Summer Only Programs nationwide in June of 1974
and to all programs by July 1, 1974.
2. School Facilities Plan
3. Teacher Placement
4. Private School Approval
5. Development of School Transportation Policy
6. Building Aid
7. State Aid to Education
F. DIVISION OF PLANNING SERVICES
Planning services in the Department of Education are provided in
the following areas: (1) Department plan and project development;
(2) Interagency planning; (3) Local School Supervisory District/Union
124-17-
Planning; (4) Action Research studies.
Department plan and project development includes every
office and division of the Department. PERT (Program Evalua-
tion Review Technique, a precise time table for accomplishment)
charts and action plans have been designed for committees and
divisions. Evaluation of programs, assessment of student
teacher, and community needs; and development of alternatives
have provided the awareness of coordination and implementation
of plans with less duplication of efforts.
Interagency planning has occurred with the State Planning
Office, Human Services Agency, and the Department of Corrections
with its emphasis on offender rehabilitation through education.
Participation in bi-monthly State Planning Coordinating Council
planning sessions has provided more open communications with
the state government agencies and increased interagency coordin-
ation in plan preparation.
Implementing the A-95 process through the State Planning
Office has increased the information flow for proposed programs
in state government. Participation in town officers' training
sessions provided for an exchange of perceptions and ideas
existing between town officers and state government. Follow-up
q_ctivities from town officers' meetings were accomplished
through local supervisory district/union meetings and by
transmitting service requests to other offices and divisions
of the Department.
Local school supervisory district/union planning has become
a reality in 13 supervisory district/unions.
.1. 5_
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The fourth area of Planning Services was in the area of
action research. The research was completed in the following:
Statewide teacher in-service needs assessment, design of re-
newal processes, validation of planning processes, information
plan, organization of local school districts, State finance
plans, early childhood education models, local supervisory
district/union approval process, budget development process.
Educational Resources Information Center (ERIC) is a col-
lection of more than 200,000 microfiche housed in the
Department of Education available to any person desiring
information on any subject covered in the index. Operating
like an educational library, ERIC has helped thousands of
Vermonters to secure timely and valuable information.
G. TEACHER AND CONTINUING EDUCATION
The Division of Teacher and Continuing Education is responsible
for administering the certification regulations for all educational
personnel employed in Vermont public schools, the evaluation of
college programs in teacher education, the administration of Adult
Basic Education program, the administration of the Arts and Crafts
Service, the administration of several federal programs and the
administration of the General Education Developmental Testing
Program (GED)
In the past two years the Division has accepted responsibility
for providing service and assistance to local school districts,
colleges, and communities in the improvement of teacher education
and in expanding educational opportunities for all adults. It has
been committed to encouraging local determination of program
-129-126
content and assisting the local agencies in meeting their specific
needs.
1. State Certification
The following table shows the number of individuals
certified
1970-71
by the Division over a four-year period:
Certified CertifiedEducational Personnel Teachers Employed
Para-Professionals
8200 6500 0
1971-72 8800 6800 0
1972-73 9000 7000 287
1973-74 10216 7200 374
2. The Secondary School Equivalency Testing Program
During the 1972-74 period, Vermont Secondary School Equival-
ence diplomas were granted to 1,489 people who qualified by suc-
cessfully completing the General Educational Development Tests,
or who had earned 16 units of high school credit. This number
included 145 veterans who were administered the tests in service.
In the past biennium 2,266 were tested in Vermont centers
located at Barre, B.Alows Falls, Bennington, Brattleboro,
Burlington, Lyndonville, Montpelier, Newport, Randolph, Rutland,
St. Albans, St. Johnsbury, Springfield and White River Junction.
The GED tests are also made available by the State Department
of Education to state health institutions and correctional
facilities.
3. Adult Education
Since 1974 federal money has been available to the states
to provide educational programs for adults who have not finished
127-130-
high school. Federal -andates require that special emphasis
be given to programs cf Adult Basic Education: "...education
for adults whose inability to speak, read, or write the English
language constitutes a substantial impairment of their ability
to get or retain employment commensurate with their real
ability..."
The 1970 census shows that in the age group over 25 years old,
nearly 43% of the population, or 99,851 people, have not finished
high school. If high school dropouts between the ages of sixteen
and twenty-four are added, the figure climbs to roughly 110,000.
From the beginning of the Adult Education program through
fiscal year 1973, most programs consisted of night classes in
local schools. In 1972 and in 1973 enrollments leveled off at
about 1,800 stqdents served per year.
Because of this apparent stagnation in enrollment, the pro-
gram decided to move heavil7 into home instruction and corres-
pondence study and to provide programs designed to allow maximum
participation and maximum student success at realistic cost.
The ultimate goal was to design delivery systems that overcome
natural barriers to participation ant? offer many learning
options. In fiscal year 1974 it was t&scimated that enrollment
rose to approximately 2,400 students.
Delivery Systems - Delivery systems appropriate for illiter-
ate adults are more likely to be home-based and to require a
high proportion of program resources. Vermont is experimenting
with systems that will better adjust teacher contact and
program resources to student level and need.
128-131-
Home Tutors - The home tutor serves adults at all levels,
but adjusts instructional contact to the needs and levels of
the students.
Literacy Volunteers - Literacy volunteers provide additional
support for non-readers that may be identified by the home
tIttor.
Kitchen Classes - As the home tutor identifies and serves
adult students, small neighborhood groups may form in a natural
way.
Correspondence - Learning by mail seems to be appropriate
for adults who are already fairly literate, self-motivated and
close to high school completion.
Learning Centers - Drop-in learning centers operate in the
larger cities to provide a place outside the home where adults
can come to learn.
Classes - Classes are best offered at places where adults
naturally gather, such as work locations, day care centers,
armories and at training centers run by other agencies.
Adult High School Diploma Programs - Many high schools in
the United States offer special adult diploma programs that
grant credit for documented prior learning and allow flexible,
individualized high school completion programs to be developed.
Several Vermont high schools have expressed interest in such
programs and the Division intends to provide guidelines and
support to help such programs get underway.
129-132-
4. The Arts and Crafts Advisory Council and the Arts and Crafts
Service
The Vermont Arts and Crafts Advisory Council was created
by State statute and consists of the Commissioner of Education,
the Director of Vocational Education, ex-officio, and three
members appointed by the governor for a six-year term each.
The Council formulates the Arts and Crafts program and meets
once each month in Montpelier for review and operational sanc-
tion of its program.
Acting as agent for the Council, the Arts and Crafts
Service has traditionally done its work within the three major
areas that appear to cover the intent of its legal mandate;
i.e., marketing, education, and public relaticns.
H. DIVISION OF DEPARTMENT SERVICES
The Department Services Division serves the internal needs of
the Department of Education and provides general services such as
statistical data gathering, analysis and dissemination.
1. General State Aid
General State Aid to Education continues to be distributed
through the "Miller Formula" which has been the basis for distri-
bution since 1969. The amount of funds received by a school
district in any school year is expressed as a percentage of the
school district's current resident expenditures for the second
preceding school year. This percentage is a function of a
district's wealth per pupil in A.D.M. (A.D.M. being the average
school enrollment for the first 30 days of the school year) as
130
compared to the state-wide wealth per pupil. Wealth is measured
on the basis of Fair Market Value of all properties as determined
in the Equalized Grand List established by the Department of
Taxes.
The intent of the formula is to distribute state-wide re-
sources for education in an equitable manner, thus moving to-
ward the goal of providing equal educational opportunities for
all Vermonters. Current effort is directed toward the improve-
ment of the distribution of funds to meet this goal. The De-
partment of Education is assisting the executive branch and
legislative branch of state government, all local school officials
and citizens in this effort.
2. Legal Counsel
The duties of the General Counsel of the Department of Edu-
cation include being on call to all of the local superintendents
and local school districts to assist them in interpreting state
and federal law and regulations. The General Counsel also pro-
vides a legal sounding board for concerned citizens, parents and
children who need advice or make their feelings known regarding
-1the law and education in Vermont.
As General Counsel to the State Board of Education, the
Commissioner and the Department of Education, the position of
Legal Counsel encompassed a broad range of subjects including
contract and legislative drafting, first and fourteenth Amend-
ment rights under the United States Constitution with particular
emphasis on substantive and procedural due process for students
131-134-
and teachers, church-state regulations as they affect aid to
private schools, and eqUal protection as it relates to our sys-
tem of financing education.
132-135-
CHAPTER II - Part B
In addition to programs which are the direct responsibility of the six
departments represented on the Council, presentations were made by the
Governor's Commission on the Administration of Justice on Youth Serice
Bureau programs, the University of Vermont Extension Service, and the
Office of Child Development. Descriptive material is included in this
report.
133-137-
YOUTH SERVICE BUREAUS
GOVERNORS COMMISSION
FOR THE ADMINISTRATION OF JUSTICE
A. Background
1. The Governor's Justice Commission
a. Purpose:
b. Staffing
c. Activities:
improve criminal/juvenile justice systemsby developing plans; and programs and recom-mendations to implement them.
- prepare annual Comprehensive Plan- review, fund, monitor, evaluate projects
- special studies by staff and Task Forces- recommendations for Legislative and Execu-tive action.
-administer supplementary (discretionary)funds.
d. Funding for programs (federal):
1973 1974 1975 (est.)
Action $1,272,000 $1,272,000 $1,272,000
Discretionary 263,987 596,214 500,000
e. Program areas involving juveniles or youth (1974):
Prevention and diversion: juvenile delinquency prevention
in communities
Law enforcement: juvenile specialization in local police
agencies
Corrections: purchase of servicesalternative care
134-139-
B. What are Youth Service Bureaus?
1. Community-based "vehicles" for developing and promoting com-prehensive delinquency prevention activities
-assuming leadership without monopoly
-structures and procedures largely locally defined; a"model" for YSB must remain vague, while basic functionsare clear.
2. Comprehensive delinquency prevention consists of:
a. General prevention: stimulating community responsibilityand action in changing social conditions adversely affect-ing youth
b. 'Individual prevention: improving supportive or correctiveservices for youth showing serious maturation or adjust-ment problems
c. Diversion: establishing formally recognized alternativesto the court process for cases better handled otherwise.
135-14o-
C. What is happening in Vermont?
1. Funding (in $ thousands):
1973 1974
LEAA HEW LEAA HEW
Addison 20.(d) 25. 20.(a) 30.
Chittenden 36.(a) 75. 76.(a) 75.
Windham 21.(d) 35.(a)
Washington 100.(d) 100.
Bennington
a=action fundsd=discretionary funds
26.(a) 4.
2. Programs:
a. Origins
b. Addison (July 1974)
- program: direct services--counseling, education, recre-ation for referrals from area high schools
c. Chittenden (July 1974)
-program: direct services, referrals, follow-up andservice evaluation; youth advocacy
d. Windham (October 1974)
- program: organizing community and agency resources forgreater results; Juveile Diversion Board
e. Washington: (at start-up)
- program: direct services; coordination of services
f. Bennington: (at start-up)
-program: direct services; improve access services;
advocacy of services; diversion
136
D. Prevention and diversion: juvenile delinquency prevention in
communities.
E. Law Enforcement: juvenile specialization in local police agencies.
F. Corrections:
1. purchase of service
2. alternative care
137
.ivenile Officers
iagnostic Services
rug and Alcohol
roup Homes
outh Services
urchase of Services
egal Representation for
Juveniles
otal "Youth" Programming
btal LEAA "Programming" funds
"Youth" Programs of Total
LEAA "Programming" Funds
00
GOVERNOR'S COMMISSION ON THE ADMINISTRATION OFJUSTICE
EXPENDITURES FOR "YOUTH" PROGRAMMING
(PRE AND POST-ADJUDICATION)
1969
1970
1971
1972
1973
1974
Total
-0-
$23,655
$73,879
$50,925
$80,856
$40,000
$269,315
-0-
30,434
-0-
-^-
-0-
-0-
30,434
-0-
48,416
13,595
47,772
43,413
35,000
188,196
-0-
7,500
50,840
74,235
96,801
130,000
359,376
-0-
-0-
20,500
16,712
111,442
255,000
403,654
-0-
-0-
-0-
99,725
57,822
300,000
457,547
-0-
-0-
-0-
-0-
-0-
14,255
14,255
-0-
110,005
158,814
289,369
390,334
774,255
1,722,777
$100,000
582,417
1,138,089
1,197,573
1,535,987
1,868,214
6,422,280
0%
18.9%
13.9%
24.2%
25.4%
41.4%
26.8%
Office of Child Development
At present the OCD is a licensing office whose duties are
spelled out by law. By September 1974, there were 600 day care
facilities which accommodate 7,000 children in Vermont. By 1980, it
is hoped there will be 950 facilities for 9-10,000 children. The
office has the following program areas:
1. Licensing of day care facilities- This portion of OCD oper-
ations is spelled out by law and administered by inspectors
on the OCD staff. These facilities include private kinder-
gartens and nursery schools. OCD has no funds available to
help upgrade the quality of a local day care facility; it can
only do this through regulation enforcement, at this time.
2. Technical assistance program- The office has a program which
includes a resource bank and which involves a systems approach
to maximize in-state resources. Any day care operator has
access to this assistance program.
3. Training program for day care staff- This program will provide
training requested by a day care operator. Through the resource
bank which contains a listing of people with specific areas of
expertise, training programs designed to meet specific needs
can be organized and delivered.
4. Cooperative human development- Project with the Office of the
Aging, Manpower, and Social Rehabilitation Services. This pro-
gram is designed to involve through training and job openings
those elderly oer 55 years of age with skills in delivery of
child care services. 139-143-
1973-1974 UPDATE ON FACT SHEET FOR DAY CARE IN VERMONT
Prepared by Day Care Advisory Council
June 1973 -- First Annual Vermont Child Care Conference - University
of Vermont - 100 people present.
Press release issued taking a stand against two-parent
family ruling, reduced day care rates and proposed fee
schedule all due to go into effect on July 1, 1973.
June -- First hearing of the Joint Legislature Committee on Day
Care, established by the 1973 Session of the Legislature
to study day care in Vermont and make recommendations
re: its future.
Summer 1973:
-- Day care Directors of Vermont formed an Association.
-- Vermont Association for the Education of Young Children
was formed.
-- Governor's Committee.
-- The Vermont Coalition of Child Care was formed under the
leadership of Caryl Stewart and the Vermont Women's
Political with representatives from the Vermont Day Care
Director's Association, Vermont Head Start Directors
Association, Vermont Association for the Education of
Young Children, the Governor's Committee on Children and
Youth, the Governor's Commission on the Status of Women,
and the League of Women Voters.
140
-144-
October:
-- Children First, a research and advocacy oriented organi-
zation was formed and joined the Coalition.
- - The Governor's Commission on the Status of Women com-
pleted a study on Day Care Needs in Vermont.
- - The Vermont Assocation for the Education of Young Children
in cooperation with other organizations in the state began
to publish the VAEYC Review, a newsletter on children and
children's programs in Vermont.
-- The Chittenden County Child Care Association was formed to
include all persons in Chittenden County interested in
children-
- - Administration of Day Care was transferred from the Social
Welfare to Social and Rehabilitative Services. Due to
pressure from the Coalition, parents, individual citizens,
and the Joint Legislature Committee on Day Care, a number
of significant changes were made:
1. The "two-parent ruling" was reversed.
2. Licensed group homes and home rates were increased
to 50C /hour and approved home to 400hour.
3. The fee schedule was revised with a much less severe
curve.
-- The Coalition met to prepare a proposal for legislature to
the Joint Legislatfug ,Jommittee on Day Care. Proposed an Inter-
agency Council for Children, composed of heads of all state
departments dealing with children, and whose major purpose
141-145-
would be to develop a comprehensive plan for coordination,
delivery, and expansion of all services for all children in
Vermont.
January - March 1974
- Child Advocates was formed as a'private, non-profit corporation
whose major purpose would be to lobby on behalf of children in
the Vermont General Assembly.
- - The Interagency Council for Child Development was established
-- A Hot Lunch Bill was passed, mandating that all towns not wishing
to participate in the school hot lunch program vote at a town
meeting called for that purpose.
-- A bill somewhat strengthening the Child Abuse Laws.
- Appropriations were made in the amount of $500,000 for matching
share for Title IV- A Day Care Services and $20,000 + for the
G.C.C.Y.
- In February the Day Care Advisory Committee was appointed by
Tom Davis including directors from both public and private
centers and parents to offer technical assistance to the Agency
of Human Services in the Field of day care and to act as an
advocate on behalf of Day Care programs in Vermont.
May, 1974 -- Day Care rates were raised to:
$ .85/ hour for day care centers
$ .65/hour for group homes
$ .55/hour for licensed and approved homes
$ .40/hour for in-home unapproved
- - The Vermont Child Care '76 Campaign was organized as a public
education campaign to promote an awareness of child care both as
-146 -
142
a service to strengthen the American family and to promote the
development of the individual child, and to achieve community con-
trolled quz3ity child care services for all families who want or
need them by 1976.
June 1974
-- Second Annual Child Care Conference at UVM.
-- The Vermont Child Care '76 hosted a Leadership Development
Seminar for Child Care '76 leaders throughout New England.
-- The Vermont United Parents Federation was formed to include all
110
fJ
parents with children in day care and child development programs
in Vermont.
143-147-
S
e
University of Vermont
Extension Service
The Extension Service is the largest educational organization in
the world. It involves a partnership between the federal, state and
local government units through the land grant college system. This
partnership was initiated through the Smith-Lever Act of 1914 and now
involves a cooperative working program in each of the 50 states and
U.S. Territories. Generally it is preventive in nature, geared to
"help people to help themselves." Programs involve all age groups and
function outside the University's formal classroom structure. A dominant
characteristic of all programs is the utilization of volunteers. Exten-
sion programs are non-regulatory, but informational as regards regulations
of federal, state and local governmental units. Vermont has a delivery
system which includes 14 county centers, plus 3 urban centers for youth
and their families. Each county has agents plus specialized youth
agents. There is a recent addition of low income family aides (35)
plus program assistants (6) to extend programs to more youth. Exten-
sion projects and programs also have 3,000 Vermonters acting as advisors
to programs such as 4-H. Major Vermont programs include the following:
1. Family living program- This program is based on the premise
that the "most teachable moment is when there is a problem."
It includes help in infant and child feeding, alternatives
to traditional diet selections (protein substitutes), consumer
concerns, financial counseling, housing, health programs and
community development. 144-149-
2. Youth program - This Luster of programs is geared to the
development of the individual through leadership development
and acquisition of practical skills.
600,000 education contacts
150,000 contact with youth
135,000 family living contacts
60,000 contacts through volunteers
21,000 youth reached
Content includes animal science forestry, plant science,
career exploration, community development, camping and con-
servation.
A. Number of participants between the ages of 0-18 --
1. Youth (directly involved) .... 20,360
Contacts with youth in youth programs ..148,796
2. Survey of 2,800 homemakers indicated 2,985 children
(ages 0-18) in the home. This clientele is being
reached through Family Living programs which affect
youth (nutrition, housing, health, consumer education,
clothing, etc.)
Contacts with Family Living Programs 135,000
B. Areas of Vermont in which the program operates.
1. Fourteen counties (youth agent and home economist
in thirteen counti'
2. Extension services reach nearly every community in
Vermont--rural-farm, rural non-farm, village or city.
C. How does one become eligible?
1. No eligibility requirements, It is for anyone,
regardless of race, color, national origin, sex or
religion. -150- 1 4 5
0
S
D. $331,682 is budgeted for the Youth program.
It is estimated by the Extension Service that 1/4 of the potential
audience was reached through youth programs.
School readiness programs - These programs piloted in three
Chittenden County towns covered areas of developmental disability
screening particularly in language development. Also, preparation of
children for a full time school experience was begun through a
school readiness curriculum. The program involved children scheduled
to start first grade in September 1974. The towns involved currently
sponsor no public kindergarten. The Family Living Programs and the
Youth Development Programs cooperate locally with social service agencies
to disseminate information and to strengthen on-going activities on an
agency partnership basis.
Public Information - The Extension Service sponsors a daily
program on a Vermont TV station (WCAX). They also have a consumer hot
line once a week and other specially scheduled programs on the
Educational TV network.
CHAPTER III
FINDINGS
Research by the Executive Secretary and testimony at informational
meetings held by the Council resulted in four generalized categories of
findings. These include:
A. Positive Dynamics
B. Duplication of Services
C. Gaps in Services
D. Problem Areas
The Council recognized the magnitude of the task of covering each
of these areas in any meaningful depth. It is felt that these findings
do,however, provide direction for future Council effort.
A. Positive Dynamics
While creation of the Interagency Council was with the ex-
press purpose of identifying and remediating weak areas in the
delivery of services, there are also positive aspects to the
scope of child development programs. The Council found evi-
dence of healthy regional cooperation and much informal
coordination between departments. There is a need for in-
creased cooperation, coordination and planning, but there is
indeed a base to build upon.
Data on delivery of service to children indicates three
essential dynamics which must be present for high quality to
exist. They are as follows:
1. Operational regional groupings
147-153-
2. Effective communication systems
3. Healthy interdepartmental coordination and
cooperation
1. Operational regional groupings
A child in need of services nust have them
relatively accessible to where Zhe child lives.
Existence of specialized services in Burlington,
for instance, is not necessarily going to be of
benefit to a youngster 150 miles away. The
priorities, however, in a period of economic stress
become difficult. Duplication of essential yet
specialized medical, social and, indeed, educa-
tional services is costly and unlikely.
The services of the six departments represented
on the Interagency Council exist in a variety of re-
gional groupings. Each county or social-geographical
area has components of departmental services. Inte-
gration of medical, nutritional, welfare, social and
educational services is only as effective as the in-
formal mechanism which is operating. Most areas have
a mechanism for local staff of various departments to
meet. These vary from a structured approach such as
the Addison County Health Council to a relatively in-
formal structure such as the Ad Hoc Committee in
Burlington.
Informal coordination and cooperation exists in as
many forms as there are people involved. Key staff
-15u-
148
9
S
whose role description includes responsibility to
coordinate a variety of service personnel and programs
are essential to quality delivery of services. In many
areas the School Nurse, Public Health Nurse or an SRS
Resource Coordinator is central to such an effort.
A combination of circumstances and talents are essen-
tial for any degree of success. The responsibility
of such efforts must be accepted as part of the role
or job description. Knowledge of the geographic area,
a real understanding of networking principles, up-
dated knowledge of programs, staff and eligibility
requirements combined with a sense of political aware-
ness and sensitivities must occur in key staff person-
nel to achieve coordination at regional levels.
The Council membership is in agreement regarding
the importance of regional coordination through re-
gional groupings. Council staff will continue to col-
lect data on regional models so that responsibility
for designing a plan for effective service delivery
can be improved.
2. Effective communication systems
Exchange of information is an important ingredient
of what works to maintain quality delivery of services.
This is apparent at the State Interdepartmental,
Interagency level, inter-divisional level, State-
regional or public-private service organizations level.
Incorporating meeting times for information exchange
149-155-
into actual job descriptions and responsibilities at
all staff levels can be a step in the right direction.
Actual contact between people who need to effect co-
ordination is far more effective than just the printed
memo route. It is essential that those who must coor-
dinate social services have legitimate opportunities
to meet and exchange information. This observation
has been borne out in a number of ways. One of the
positive spin-offs of the establishment of the Inter-
agency Council has been a distinct increase of inter-
departmental contacts between staffs. It has been
observed that when Commissioners meet for the express
purpose of exchange of information and examination of
problems, that subsequently their staffs begin also
to do the same thing. This has been espe cially
where coordination of Education with several Human
Services Departments has been necessary. Mechanisms
should be planned so that this becomes an ever in-
creasil.g effort at the State level. It is essential,
however, that such efforts be based on effective
problem solving relationships rather than on paper
tables of organization. Linkages between state level
efforts and regional informational groups can be in-
creased by attendance at both meetings of Interagency
Council staff. Staff who have attended both State
and t_;ional meetings have noted how similar the pro-
cess is which takes place. Exchange of information is
150-156-
r,
411
a slow process: for example, the Franklin County
Social Services group and the Interagency Council each
in their initial stages went through the same pro-
cesses of self education, growing coLmitment, then
settling into a series of unanswerable questions, as
the meetings continued. When the group accepted that
there wereLno simple answers, effective communication
began to increase. This is a process which cannot be
unduly hurried. To hurry it is to destroy it. The
destruction results in decreasing communication to the
point that another group has to start all over again.
Groups take at least two years to regenerate. No one
concerned with Child Development Services here in
Vermont believes we can wait two or three years. The
conclusion, therefore, is that groups of social ser-
vice staff from each of the departments represented on
the Interagency Council continue to be encouraged to
meet locally for the purpose of exchange of information
on a regularly scheduled basis. This should happen in
addition to continued meetings on the part of the
Council. The Council staff can act as linkage between
the two.
3. Healthy interdepartmental cooperation and coordination
From a planning point of view, a key concept in
terms of breaking through the barriers of bureaucratic
overload (administrivia) is that of building mechanisms
which prevent distancing. The Council has noted, time
151-157-
and time again, that at almost any level of adminis-
tration or coordination of programs or services a
distancing mechanism grows. It becomes easier and
easier for staffs to distance, to build walls rather
than negotiate or confront to solve problems of mutual
concern. What seems essential in any multi-disciplinary
concern is that any model must contain interdependence
of its components which involves decision making, goal
setting, implementation and evaluation. When any por-
tion of staff involved with a problem can operate
solely independently, distancing can occur. It is
important to distinguish between administrative proce-
dures and tangible negotiation. Where distancing can
occur, the loser is the client or consumer. Where
interdependence is a positive concept to bring about
effective problem solving, actual coordination, inno-
vation and communication can increase. The Council
concludes that creating mechanisms for effective
healthy interdependence is a prime ingredient of a
comprehensive plan Zor child development.
B. Duplication of Services
The second of these areas, duplication of services, is
one of continuous concern to the general public, legislators,
consumers and administrators alike. Duplications of signi-
ficant notice include the following:
1. Screening, assessment and diagnostic services
2. Educational programs involving nutrition, parenting, safety,
and alcOhol and drug education
-158- 15 2
0
0
Finding:
1. Screening and testing are conducted by the Early Periodic
Screening Diagnosis and Testing Program, the Child Development
Clinic of the Health Department, Developmental Disabilities
Testing Program, Mental Health Department, Vocational Rehab-
ilitation and local school districts. In addition, the
Department of Corrections maintains testing and diagnostic
programs at the Weeks School and at the St. Albans facility.
Waterbury State Hospital has testing and diagnostic facilities
also.
Discussion:
Questions are raised concerning the possibility of a child being
extensively screened, having his/her problems diagnosed and yet never
receiving appropriate treatment. Moreover, the issue of confiden-
tiality is often raised on the client's behalf. Many programs utilize
their own testing protocol to avoid across the board labeling of
clients. The problems involved in screening, testing and diagnostic
services might be alleviated if the Council established operating
policies to guarantee coordination at the State level. It would, how-
ever, be an exercise in futilit.,, unless Council members were willing
to commit Departmental staffs to agree upon actual mechanics of coor-
dination. The issue of a State maintained dossier of information on
clients which has a potential for misuse is a concern to many advocates
for children. The goals of information gathering, the objectives for
data use and the mechanics for evaluation of diagnosis would have to
be clearly defined in a fashion so that the best interests of the
client remained paramount. 153-159--
The ultimate goal of screening, assessment and diagnosis is the
implementation of an effective treatment program. While there are in
existence many excellent treatment programs in all the main services
and education departments, there is a continuing need to coordinate
the elements of a client's individual treatment program. This be-
comes a problem when there are clients with multiple problems. The
need is for a mechanism for continuous coordination and review.
Efforts towards improving current systems in effect are underway by
the Planning Unit of the Agency of Human Services. Cooperation with
departments outside the Agency of Human Services is essential also.
Finding:
2. The Departments of Education, Social Rehabilitation Services,
Health and Mental Health each maintain educational programs
which contribute to the development of skills essential for
positive family life.
Discussion:
Literature in the subject of Child Development reveals an increas-
ing emphasis on the importance of teaching skills necessary for pro-
ductive family living. Often the comparison is made "we insist on
more training for a youngster to drive a car than we do to marry and
raise a family". Skills in areas such as healthy nutrition, effective
financial management, how to raise happy healthy children, how to main-
tain a healthy marriage, are but a few of the essential skills needed
for survival of the family as a unit. From a societal point of view,
it is being increasingly recognized that severe problems often develop
from unhealthy family situations, where there are insufficient skills
present for meeting family needs. 151-160-
411
At present there are programs in most areas of Vermont which
attempt to upgrade the expertise of these parents who see a need to
increase their skills. Also there are six high schools which have
course offerings in the areas of child and family development. There
is a need to document which agency is conducting programs in which
area. Thi- information is necessary to avoid competition within a
given region. The intent would not be to stifle offerings, but in-
stead to coordinate state agency efforts interdepartmentally as well
as with private and quasi-private local organizations. At a regional
level, a particular staff or organization may take the lead. This
regional variance is necessary and practical, for it can reflect the
skills of locally-based staff and community resources. It is alto-
* gether too likely, however, to result in competition and duplication
which does not benefit the client the program is designed to reach.
To have departments jousting for position is hardly the most desir-
able model for presentation of aprogram of effective parenting
skills! In terms of a sound investment in prevention of costly prob-
lems, therefore, an emphasis on child and family development training
stands high in the priorities of the Council.
Alcohol and drug (substance abuse) education is also an area of
considerable concern to community leaders, citizens, educational and
social service professionals. The increase of alcohol consump-ion at
lower and lower ages is considerable. It is not unusual for school
personnel to report drinking by elementary age students. Alcohol con-
sumption in the teen years grows. Again there is regional diversity
in severity of and attitudes to alcohol and its use. There is a need
1 5 '.'")
-161-0
to maintain information exchange on programs, methodology and emphasis
within each department's leadership at the state level. VSA Title 16
SS 51-55 gives the Commissioner of Education and the State Board of
Education responsibilities for providing alcohol and drug education
programs for the public schools and provides for an appropriation for
these purposes. A part of this program, The Adeli"11 Project, recently
received significaat national recognition and also evidenced inter-
agency cooperation.
Another positive effort in integration occurred between the
Departments of Education and Health in the design of a recommended
set of criteria for school health services.
C. Gaps in Services
Advocates for children and family high quality programs
consumers and child development professionals are concerned
with gaps in how the state meets its responsibilities to
children. This concern is a practical one from both
humanitarian as well as a practical point of view. Where
there exists a gap in delivery of service, a child may lose
crucial help at an important point in his development. From
the practical point of view,, this may result in increased
need for costly corrective programs. Gaps in services can
be categorized as follows:
1. Regional and planning gaps
2. Funding gaps
3. Program philosophy gaps
Finding:
1. An important issue of Regional gaps was expressed in the pro-
ceedings from May 1974 Conference on Juvenile Justice and
156-162-
Child Placement sponsored by the Governor's Committee on
Children and Youth. One of the gaps of importance is stated
as follows:
"Resources and facilities for care are often hap-
hazard and uncoordinated. What the child gets is
determined by what is available. Long range plan-
ning and leadership are needed for the orderly
development of resources and facilities based on
the kinds needed for a projected case load."
Discussion:
The economic impacts of 1975 have intensified a condition well
noted during the past decade. The difficulties of delivering ser-
vices to children where they live or where access is reasonably
possible is one of the important problems of a small state attempting
to serve a dispersed population. Those involved in provision of
service believe the state has a responsibility to meet children's
needs in areas such as health, mental health, education, rehabili-
tation and welfare.
Similar availability of services in each area of the state is a
task which can only be accomplished through inventiveness and cooper-
ation. The question is not whether services are of equal access and
quality to all Vermont children, but rather how in these times of
shrinking budgets can they be made more so? The GCCY statement urges
long-range planning to overcome regional lacks. Emphasis on coordina-
tion of planning must continue to be increased. For instance, the
planning staff of the Department of Education and the staff of the
Agency of Human Services can work in closer communication in the future.
-163- 157
Both Planning Divisions are represented on the State Planning Coordina-
ting Council. Both participate in the A-95 process of Interagency
program review of funding requests. There is cooperation between the
Central Planning Office and each of the abovementioned agencies.
There is a need for upgrading the priority of maintaining iuLerrela-
tionships between Department of Education Planning Division and the
AHS Planning Unit. Indications are that both units are willing to
intensify their communications, but that there is a need for leadership
from the Council to help this to happen. Communications about program
information, planning, implementation and evaluation can be increased
to bring about effective regional utilization of existing resources.
Finding:
2. Funding gaps largely center in areas where programs must draw
on the resources of more than one department. An example of a
funding gap is the situation where a Day Care Center requires
consultation services regarding a problem child from the local
Community Mental Health Agency. Day Care budgets are too con-
stricted by funding schedules to permit consultation charges;
and Community Mental Health Agency budgets do not allow for
feeless consultation to Day Care Centers.
Another funding gap can occur when a corrections client
goes off probation. Any funding for Special Programs ceases
at this point. For a child who is, for instance, Paving suc-
cess in a school requiring special tuition payments, the re-
sult can be to have to leave the school. Unless the school
comes under Special Education guidelines, there are no avail-
able funding sources to maintain program continuity.
-164-1.513
lb
Discussion:
A distinction must be made between funding gaps and funding levels.
It is not the intent of this report to enter into a discussion of fund-
ing levels. To identify funding gaps is within the definition of the
task of this report. Admittedly solutions guaranteeing closure of
these budgetary gaps will require reallocation of some moneys. The
problem however, is not simply a money one, but one which involves
money and coordination of delivery of services.
Finding:
3. While solutions were not immediate, there was a consensus on
the part of Council members that an agreed-upon philosophic
base from which departmental goals develop is an existing gap.
Philosophy and goals have been developed and agreed upon from
the consumer's (child's) point of view. The Council's task is
to do the same from an administrative perspective.
D. PROBLEM AREAS
As a portion of its work, the Council collected a listing of
problem areas department by department. These problem state-
ments are included. Also ten general categories of problems
are listed. The listed problem areas can be divided into the
defined problem categories. A frequency chart follows which
shows the relative occurrence of the problems as listed by
Departments.
1. Program access.
Basically program access includes those problems where
a client has a need for a service which does exist but
which is not readily accessible to him.
-165- 159
2. Interagency coordination.
While the problems most certainly impact on
the client, the problem can be characterized as
administrative in function.
3. Alternatives in programs.
Often an alternative program will meet the
client's best interests. Often, also, the appro-
priate alternative is not readily available to the
client except at increased cost to the State.
4. Financial coordination.
This is an area where shifts in funding are
required to close gaps in delivery of service.
5. Geographic gaps.
Often, as has been mentioned elsewhere, the
appropriate program is not always available to the
child where he lives. When this renders the pro-
gram inaccessible to the client, there is a geo-
graphical gap.
6. Available personnel.
While program distribution can create gaps, so
can personnel distribution: Inadequate staffing can
reduce program implementation and availability.
7. Skills for effective parenthood.
The lack of a coordinated educational effort
to provide present and future parents with adequate
skills for parenthood is costly in terms of impact
160-166--
411
411
on human lives and in the maintenance of expensive
social and rehabilitative programs to undo damage
to families.
8. Outreach.
Making programs more available to those eligible,
can reduce the availability of base-funded programs
for current clients.
9. Confidentiality.
The dilemma between sharing diagnostic infor-
mation with appropriate departments and programs
while protecting the client's rights to confiden-
tiality of information creates a problem area.
10. Leadership.
Uncertainty as to where leadership should orig-
inate can create a problem in meeting clients' needs
with necessary interdepartmental programming.
The graph on the following page demonstrates that program access is
the lead problem identified. This again confirms the statement made in
the report from the conference on Juvenile Justice and Child Placement
sponsored by the Governor's Committee on Children and Youth, May 1974.
"What the child gets is determined by what is available". It is safe
to state that this is not only true of children and their access to
services but of all Vermont citizens' access to the services available.
The task administratively then becomes that of attempting to make less
than enough go further than it ever did before. Inventiveness a_ all
staff levels can help, but the need to do reprioritizing beyond the
161-167-
Program
Access
Interagency
Coordination
Alternative
Programs
Financial
Coordination
Geographic
Gaps
Available
Personnel
Parenting
Skills
Outreach
DISTRIBUTION OF PROBLEM AREAS
Frequency of Problem
01
23
45
67
910
11
12
13
14
15
16
17
18
)aX XX3OCXXXXXXXXXXXXIOCXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXKCXXXXXX XXXXXX X
JOCXXXXXXXXXXICOMOCXXXXXXXXXXXXXXWXXXX)=XXXXXXXX)DEXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXX)CXXXXXXXXXXXXXXXXXXXX
XXIOCXXXXXXXXXIOCXXXXMCXXXXXXXXXXXXXXXXXXX
C\1
COvi
MO
CX
XM
CX
XX
XX
XX
XX
XX
XX
k
XX
XM
CX
XX
IGO
OC
XX
XX
XX
XX
X
XX
XX
XX
XX
XX
XX
XX
XX
)0000EX
XX
XX
X
Confidentiality
XXXXXX
Leadership
XX
XX
XX
scope of children's services is again in the very forefront. The ques-
tion arises of who should be responsible for the determination of
priorities. The only answer, and a partial one at that, is that this
determination is going on all the time by virtue of the democratic
process. It is hoped that the Council and those children's advocacy
groups who are convinced of the need for focus on a sufficient quantity
and quality of programs can help move the priorities to where children
cna do far better than "What a child gets is determined by what is
available". The goal then is to change that statement to "What a child
gets is determined by what that child needs".
Problem areas which include Interagency cooperation, alternative
programs, financial coordination and leadership are generally adminis-
trative in nature. These are problems which fall within the responsi-
bility of administrators to seek solutions. Continued use of Inter-
agency groups such as this Council can effect administrative problem
solving. It is clear that sufficient time is required to maintain
this important process.
Any assessment of the problems which currently exist in the deliv-
ery of services to children also includes an assessment of what the
Council can do and what it can urge others to do. Clearly those
administrative problems which have been identified are within the
Council's responsibility.
Priorities are also determined by many facets of government well
beyond the boundaries of the Council. These determinations affect the
scope and effectiveness of programs within the Council membership's
responsibility. Such priorities can include sources of funding,
national, state, local or private; legislative intent; and priorities
163
established by the executive branch of the State Government.
Creation of a comprehensive plan must include recognition of the
above mentioned factors. Planning co be effective is more than
increased cooperation and coordination.
E. Review of Work in Terms of Bill 245.
It is useful at this point to go back and examine the
actual wording of the bill as the mandate was set forth. The
bill states that the Council give special consideration to
the following:
1. Encouragement of local communities to provide public
and private support for the establishment and mainten-
ance of programs ana facilities for child development;
2. Proposals for the establishment of training programs
for child development personnel and parent education
programs at state and local levels;
3. Evaluation of current and proposed day care
licensing requirements, with special emphasis on the
appropriateness of such requirements;
4. Review and evaluation of the gathering and dissemina-
ting of information on child development needs and
resources;
5. Development of a plan for the redistribution of re-
sources and services where necessary;
6. Approval of demonstration projects which may include:
a. The use of headstart programs and personnel to
strengthen child development programs;
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164
0
b. Systems of local coordination of child develop-
ment services;
c. Alternative methods of licensing and approval
for child development facilities;
d. Further use of satellite systems of child care;
e. Placement of screening and referral services in
child care centers;
f. Reimbursement methods for child development pro-
grams based on the cost of programs; and
g. Such other programs as may result in more effi-
cient or effective delivery of comprehensive child
development programs.
In agreeing to focus on Early Childhood Development (iring the next
time span of the Council's work, the Council is also agreeing to con-
sider specifically those areas involving day care licensing (#3):
headstart use (E6-0; licensing (#6-c); satellite systems (#6-d); and
reimbursement methods (#6-f). The addition of the Director of the
Office of Child Development to the Council will facilitate work on
these specific areas.
Encouragement of local communities (#1); review of information (#4);
support of coordination of systems (#6-b) have developed as a facet of
the Executive Secretary's role.
Development of a plan for the redistribution of resources (#5)
has been addrelPed by the Council, but no consensus has been possible
in the amount of time the Council has had to devote to this issue.
Moreover, this very redistribution is taking place as the Budget for
1976 is being prepared by the Legislature.
-171- 1 65
In conclusion, there are two basic positions from which the
Council can look at its task.
1. To determine that which it can change from that which it
cannot.
2. To focus on Early Childhood Development questions outlined
in the bill.
At this point, the Council is progressing from the first position
to the second one.
In January 1975, members of the Council responded to a survey de-
signed to determine the areas of future focus. The areas selected in-
cluded the following:
1. Day Care
2. Early Childhood
3. Multiproblem Children
4. Multiproblem Families
5. Relationship Between AHS Departments and Department of
Education
6. Interdependent Relationships Between Departments
7. Regionalization
8. Problems of Providers of Children's Services
9. Problems of Consumers of Children's Services
10. One-Stop Shopping
11. Economic Impacts on Children's Programs
12. Parenting Skills
Results of the survey were as follows: In rank order of prefer-
ance, the Council chose Early Childhood first, followed by Day Care;
Relationship between the Agency of Human Services Departments and the
166
0
Department of Education; Parenting; and Regionalization. It is the
intent of the Council to begin its work in the broad area of Early
Childhood shortly. The remaining four high priority items will un-
doubtedly be part of the study. There is doubt, however, that the
Council can do justice to the task by June 30. It is for this reason
that the Council should continue to =fleet. Indications are that fund-
ing to continue the services of the Executive Secretary from the New
England Program for Teacher Education can be secured. The New England
Program for Teacher Education (NEPTE) was the major source of funding
for the staffing position thus far. They have indicated interest in
seeing the Council and the project continue for another year.
It is important to point out that neither the Council nor NEPTE
view the life of the Council as limitless. As soon as the task is
completed the Council should terminate itself and its staffing: the
task at this point is not yet completed.
167
-173-
PROBLEM STATEMENTS : CORRECTIONS
1. Correccions does not fit clearly into either Criminal Justice or
Human Services but is partly in both camps.
Correctional programs for youth are forced into satisfying dual
expectations. The expectations of the Criminal Justice System are
necessarily different in many aspects from those of the Human
Services Agency. When the requirements of society for containment
come in conflict with the needs of the client for services, it
becomes difficult to deliver consistent services within a clear
philosophic base.
2. Parallel structures to institutional programs are costly.
Creating parallel structures which are viable alternatives to
institutionalization can be costly. If the costs of parallel
structures as alternatives are added up realistically to include
all elements of diagnosis, supervision, care and housing, and
education, they can be very expensive. Federal funding is only
a temporary solution to this problem. In addition, it may become
difficult in the long run to find sufficient staff for such
programs.
Hence, it would be simplistic thinking to assume that localized
alternatives to institutionalization are necessarily cheaper.
Providing duplicate services in each region of the state has advan-
tages in meeting client needs, but is not necessarily the least
costly or most efficient. 1 68
-175-
The full implications of de-institutionalization and re:ion-
alization of services need to be explored further.
3. There is a need for better diagnosis and treatment of Corrections
clients who have developmental disabilities.
Correctional clients often suffer from developmental disabilities,
as well as other problems. Limited diagnosis is available through
the Turrell Evaluation Center, but at times more sophisticated
evaluation is needed which is expensive and difficult to obtain.
Treatment is obtained through purchase of service, but availability
and cost present problems in this area as well.
4. There is a gap between committed children's educational needs and
delivery of services to meet these needs.
Children who are committed to the Department of Corrections gener-
ally have educational needs which require programs, instruction and
personnel not generally available in local school systems. Many
of these clients have already experienced failure within their
local schools: often their school attendance has been lacking or
erratic. Schools are understandably unwilling to handle extremely
disruptive students within their regular program. There is a need
for special education programs for the adolescent on probation or
aftercare whether he is at home, or placed in a group home or other
alternative facility. Funding to meet the educational needs of
such children is difficult to maintain even where suitable programs
exist. Fortunately the Governor's Commission on the Administration
of Justice sees this need as an important component of both
-176 -
169
diversion and prevention programs. Through locally based Youth
Service Bureaus, a variety of programs have been started with
funding from the Governor's Justice Commission. Future funding,
however, will depend on the willingness of the community being
served to absorb the cost, which they have been unable or unwilling
to do in the past.
5. There is a gap between the expectations of Corrections Department
personnel about what previous actions should have taken place
through other departments and agencies and what actually was done
for a client before he is committed to the Commissioner of Correc-
tions or placed at Weeks as a CINS.
Putting aside the natural tendency to criticize the failures of
other case workers, this problem suggests the need for constructive
case review to avoid repeating errors. Interdepartmental case re-
view at both the local and state level could pinpoint where exist-
ing prevention and diversion programs were not utilized or were
under-utilized in serving clients.
6. Community based operations which involve Corrections Department
clients often have difficult'; coordinating efforts.
Despite the existence of coordination mechanisms, state agencies
often run into problems of coordination with mutual clients. This
problem is multiplied for community based programs, which operate
with a minimum of administrative structure.
170
-177-
7. There is a gap between the expectations for quality services and
funding to provide them.
Like other human service departments, Corrections is caught be-
tween the expectations of clients and the concerned public for
quality services, and the availability of funds to provide them.
A relatively small proportion of the Corrections budget is from
federal sources, and to some extent the perception of corrections
as having a basically custodial role interferes with obtaining
appropriate funding levels.
171-178-
ID
PROBLEM AREAS : EDUCATION
1. The transporting of students to Vocational Education Centers is a
problem in some towns.
At present, the law reads that "towns jam transport students" not
"towns shall transport students." The result can be that students in
some areas must supply their own transportation in order to attend
Vocational Educational Centers.
2. Attitudes toward Vocational-Technical Education tend to change slowly.
There has been an attitude expressed in the past that vocational edu-
cation is somehow of less quality than the more academic program. It
is important that this attitude change so the role of vocational-
technical education in our technological society can be clearly seen.
In the pluralistic society of the 1970's, a wide range of educational
opportunities must be not only available but valued.
3. The General Education Diploma (GED) is not always treated as equal to
a High School Diploma.
The variance in attitudes towards the GED Diploma can raise false hopes
for those recipients whose motivation has been to equalize their op-
portunities. Community stereotypes and biases are slow to change,
but leadership within the educational community can help effect the
necessary attitudinal changes.
4. 125,000 Vermonters over 19 years old do not have a High School Diploma.
Twenty-five per cent of the total State population, or 50% of the
population of Vermonters over age 19 do not have a High School Diploma.
Increasing emphasis has been placed on providing as many alternative
routes for a Vermont citizen to achieve high school equivalency.
-179-
172
Evening. classes, ETV courses, and home study programs have been
offered in the past year.
5. 20,000 children fall into the substantially handicapped group:
Another 20,000 fall in the educationally disadvantaged category.
By June 1976 approximately 7,500 pupils requiring special education
(37'/.) will be receiving special programs. 26% of 8,500 students
with learning and behavioral handicaps will be served.
6. One-half of children who are five years old get no kindergarten or
home-based alternative.
With increasing emphasis on the value of early childhood education,
the lack of kindergarten or home-based alternatives becomes more and
more crucial. There is a gap between the programs needs children
have in order to achieve maximum potential and what is actually available
in many areas of the State.
7. kliyailsalqiiano treatment of health-related problems of children
in rural areas is difficult to obtain.
Personnel at local schools and day care facilities are key people in
identifying health-related problems. While this is not always seen
as a high priority by local districts, a school nurse can be essential
to implementing the right treatment for a child at the earliest op-
portunity.
8. There are more children than there are service slots to meet their needs.
The result is that too often what a child gets is determined by what
is available in the immediate region where he lives. The concept of
equal opportunity is therefore diluted.
9. There are 417 schools: 9 one-room schools: 10 two-room schools:
279 school districts, each with an elected school board: 56 superintendents,
some of whom answer to as many as 15 local school boards. The superin-
tendent's impact on the classroom, therefore, is limited.
-180- 173
10. Once a child becomes wheel chair bound from a progressive disease
such as multiple sclerosis, the physical restrictions of the school
building often mean the child stops attending school.
From the child's viewpoint, his environment becomes narrower and
narrower in scope. The impact will not only be on his personality
but also on the entire family of which he is a member.
11. There is a need to coordinate policies/procedures and plans for
programs which involve both Agency of Human Services Departments
and the Department of Education at the earliest optimal stages.
The A-95 process helps coordination, but there is a need to begin
the coordinative process at an even earlier date.
174
PROBLEM AREAS DEPARTMENT OF HEALTH
1. There is an ever increasing demand for both specialized and
comprehensive health care services. Those children who are
covered by Medicaid and those children who are covered by
dequate third party out - patient insurance have basic funding
opportunities for health care. There is, however, a great
need in terms of availability and accessibility of these
services.
2. For those families who are in the group which falls between
eligibility for Medicaid and those with adequate third party
insurance there is need for even the most basic types of
health care. Accessibility to and funding for these services
is a role which should be shared by many human services de-
partments and agencies.
3. Screening services for young children particularly are the
responsibility of several departments. For instance, the
Department of Education is responsible for visual and auditory
screening; the Department of Health is responsible for general
health supervision. Special conditions such as e,elopmental
disabilities, learning disabilities and physical problems ar.-
scr-ene: for by a variety of public and private agencies.
Linkage and coordination are best carried out by the school
175
-183-
nurse or public health nurse. Without staff whose responsi-
. bility it is to perform these coordination functions, service
deteriorates to the disadvantage of the client. Moreover,
administrative overlap can more easily become a problem.
4. A patient with ongoing medical problems, whose educational
needs are specialized and whose vocational needs require
particularized placement has difficulties acquiring coordi-
nated services despite availability of counseling, testing and
placement programs. Again, the difficulties of the multi-
problem client point up the need for coordination both re-
gionally and at the state level.
5. Increased collaboration between E.P.S.D.T. providers, Depart-
ment of Health staff and Department of Social Welfare staff
would result in greater impact and more positive results for
patients served.
6. Federal guidelines create a situation where follow-up is
almost impossible when a patient has a combination of social
and health problems; continuity generally is sacrificed to
Federal or Departmental guidelines.
7. Meeting eligibility and reimbursement requirements are gener-
ally most easily met when a child is institutionalized. Often
alternative placement utilizing community facilities would
serve the patient's medical needs as well or better. Unfor-
tunately, reimbursement then becomes very difficult or impos-
sible. This can mean that either expensive hospitalization or
no service at all becomes the choice.
176-184-
0
8. The Department of Health, as well as many other state offices,
cannot hire handicapped because of plant limitations (no
ramps, elevators).
9. Economic pressures on the whole range of social services puts
a particular kind of pressure on those whose responsibility it
is to provide medical diagnosis and :reatment for medical
problems which some children have. Withholding care denies a
child's basic right to equal opportunities and demands a po-
tential state investment in other services (welfare, orrec-
tions, etc.).
Providing long term medical treatment can be a lengthy and
costly responsibility. Yet, health care must be provided as
a priority area of concern.
177-185-
PROBLE1 AREAS MENTAL HEALTH
1. National HEW statistics state that 14-17% of school age children
are in need of intensive mental health treatment. In Vermont, 14%
would be approximately 15,000 children; 3,000 children are reported
as admissions by Local Mental Health Agencies.
2. Alternative longtime placement for severely mentally retarded
young children is difficult to arrange. Respite care other than at
Brandon Training School is not readily available.
3. Ensuring continuity of care when committed children leave an insti-
tutional setting has been uneven. The local community Mental Health
Agencies have lacked sufficient resources to meet many client's
needs.
4. Parenting skills are a real need of many parents in Vermont. Should
Community Mental Health agencies provide this service to meet the
needs for increased skills?
S. Alternative placement for children eligible for Brandon Training
School becomes difficult to provide when not only are these group
home standards to be maintained at a quality level, but when educa-
tional opportunities must also be provided.
6. Linkages with the Department of Education and with SRS become diffi-
cult when the issue of whose funds provide which service arises,
quality of service tends to decrease.
178-187-
Then, the
" DIVISION FOR THE BLIND
PROBLEM AREAS - SOCIAL REHABILITATION SERVICES
1. There is need in the preventive service end of the division to
do more in the area of training and education of children and
adults concerning the causes of blindness. There is also a felt
need for more personnel to increase the delivery of services in
this division.
2. At first glance, there appears to be a duplication of functions
between this division and the Vocational Rehabilitation Division
in the area of providing pre-vocational counseling to students;
however, this does not occur since these tr7o divisions have a
mutual agreement of transferring the client to whatever division
is in the best position to provide the client with optimum
services following careful study of the client's needs.
3. The private sector's role of providing services should be more
clearly defined.
VOCATIONAL REHABILITATION
There exists a recognized need to develop job placement opportunities
for the handicapped individual beyond the current service provided by the
State Employment Service and the work of the field counselor. It is also
estimated that only 25 % to 30% of the total need for VR services are be-
ing met because of.lack of funds and staff thereby causing another gap in
services. "Three Quarter Way" or other structured supportive living
situations are not readily available for the retarded and others after
job placement has beer accomplished.
179-189-
The appropriate mental health clinic should pick up the discharged
vocational rehabilitation client for follow-up services when needed.
Efforts toward attaining this process are ongoing between the Depart-
ments of Mental Health and SRS.
Because of third party arrangements, SRS loses flexibility in meet-
ing prioritized needs. An example of this is the dependency on present
in-kind matching to make up the state's 20% required to qualify for the
$2 million available under the Vocational Rehabilitation Act. This
tends to constrain programs and diminishes delivery of services de-
signed to meet specific client needs. VR also tends to diminish the
state's effort in allocation of appropriated, spendable funds.
SOCIAL SERVICES
There are gaps in the delivery of services to children as follows:
A. Social Services Division
1. In the protective cases when the health and welfare of the
child is not endangered to the point that he/she must be
removed from the home and committed, there is a limit as to
what can be done to help financially. The division has an
insufficient appropriation to meet these needs. The guide-
lines for delivery of service in these instances where
commitment is not essential are unclear.
2. There is a need to expand training for foster parents and
to increase the board rate as an incentive for additional
regular foster homes. There is a lack of s,..fficient funds
to finance new group homes and specialized foster homes
necessary to avoid use of institutions.
180-190-
3. Vermont's General Assistance Program prohibits spending
money for persons under 18 thereby reducing emergency
services to a vulnerable population and placing demands
on chil; services that the Division is not funded to
meet.
4. There is a need for more administrative and professional
staff to adequately administer and deliver required serv-
ices including child abuse workers, adoption workers,
field supervisors and a trainer.
5. There is a lack of education programs to help teenagers
become "caring", responsible parents, and to help parents
improve their parenting skills.
6. The division is not able to purchase psychiatric or psychol-
ogical consultation services for each district office to
assist them in developing and carrying out service plans
for individual clients.
7. It is felt that voluntary care should be extended beyond
the current one year statutory limit. Extension would
provide care at earlier stages, thereby avoiding later
more costly intervention.
B. Alcohol and Drug Abuse Division
1. At the present time there are five Drug Educational Regional
Coordinators who provide educational information on Drug
abuse. As of September 30, 1974, these positions will be-
come vacant, thereby creating a gap in this service.
2. An insufficient amount of work is being done in group
therapy.
181-191-
3. The division is not providing enough alcohol treatment for
the 14-18 year old.
4. There is a gap existing; in the area of employment particularly
for the drug abusers, but also for the alcohol drug abusers.
There is a need for more work to be done in this area but the
task should be accomplished by the State Employment Service.
5. Presently there are no women employed as alcohol counselors.
This is not consistent with evidence that there is an in-
creasing female population having problems with alcohol.
6. It appears that job hunting for drug abusers is overlapping
a service that is partially done by the State Employment
Service. It also seems that this Division may overlap its
functions with Mental Health with the Driving While Under
the Influence (DWI) population since ADAD counselors may
possibly be working with the same clients.
SRS, Division of Social Services, is responsible for administering
4-A Day Care and WIN funds. This division determines eligibility of
parents and assists them in loQating appropriate day care facilities.
The Office of Child Development is charged with licensure of day care
facilities of all types. The current philosophy is that separation of
these functions provides for more specific accountability. The average
length of time to go through this procedure is abOut a week.
From the SRS point of view, subsidized Day Care is a primary service
to the parent. Under 10% of available services are provided for the "At
Risk" child. The problem is one of insufficient funding for delivery of
day care services to children in a high risk situation.
182-192-
41 DEPARTMENT OF SOCIAL WELFARE
Problems
Aid to Needy Families with Children (ANFC)
1. The State established standard for meeting basic needs of a
family of four excluding rent payments is $279.00 per month.
Presently this is funded at 90%. This forces the family to
chop 10% from all fixed costs. The result is the family
having to shave from its food budget. The implications for
children are far reaching, and begin with depleting a marginal
situation nutritionally. Clothing,:developmental needs, and
basic household equipment are in even shorter supply. This
can affect children's development in ways which run counter to
the theory that early prevention of difficulty is a worthwhile
investment for the State to make. For instance, poverty condi-
tions are associated with clinically observable types of mental
retardation.
2. Some ANFC families are not getting all available programs such
as Food Stamps or WIC (Women, Infants & Children's Food Pro-
gram - Department of Health). Ensuring maximum usage of avail-
able programs is difficult to guarantee. The stigma of avail-
ing oneself of Department of Social Welfare Programs in some
cases inhibits people from taking advantage of offered services.
The impact on children from allowing this stigma to be main-
tained as a part of the public's attitude is obvious and
counter productive.
3. Aggressive outreach on the part of the Department of Social
Welfare can have an inverse impact. Where funds are limited,
effective outreach reduces amounts of services available for
present clients.
Medicaid
1. There is $8 million in Medicaid in Vermont. $2.00 out of every
$3.00 are spent for aged, blind and disabled but not for
families. Moreover the money goes to the provider but not
to the poor. The impact is that providers' standards of
payment are made at a significantly low level. The positive
impact on children is necessarily diluted resulting in less
quality and quantity of services for children.
EPSDT
1. There are gaps and overlaps between EPSDT, educational and
other health screening programs.
2. The issue of client confidentiality inhibits thorough
coordination of EPSDT results with other health educational
and social service agencies.
3. Geographic gaps in EPSDT coverage creates an =equal situation
for children. Providers are not geographically distributed
evenly, causing problems in outreach in a program dependent on
local providers. This results in children with high indication
of unmet needs remaining with a high incidence of unmet needs.
184
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CHAPTER IV
RECOMMENDATIONS
1. Recommendations:
That the Council continue its work by considering the problem
areas it has identified. (See Chapter III)
Discussion:
The problem areas have been categorized as:
a. Program access
b. Interagency cooperation
c. Alternative programs
d. Financial coordination
e. Geographic gaps
f. Personnel requirements
g. Parenting skills
h. Outreach
i. Confidentiality
j. Leadership
All these areas contain problems whose solutions lie in in-
creased cooperation. The Council membership cannot solve each
problem by discussion. It can, however, direct others to devise
solutions through task oriented, time-limited groups. These groups
can be drawn from department personnel responsible to members of
the Council. The Council cat_ assume the role of leadership by
creating groups whose mandate is to devise mechanisms for solutions
to delivery of services. 18-195-
,
2. Recommendation:
That those Council members who are involved in providing edu-
cation for parenthood be responsible for producing guidelines and a
timeline for a parenting project to be implemented as an Interagency
effort.
Discussion:
The need for parenting skills is a need which links and loops
in and out of many social service agencies. Identification of the
goals and objectives of a project to meet this agreed upOn need
would prevent the proliferation of efforts whose optimal effect
would be scattered.
3. Recommendation:
That the Council continue to encourage regional efforts to-
ward coordination of services.
Discussion:
Regional efforts are at the core of any improvement in delivery
of services. There are many forms of encouragement appropriate for
regional groups. Recognition of the necessity for regional groups
to set goals and to work toward these goals would upgrade these
priorities generally given to such efforts.
4. Recommendation:
That the Council direct members of Departmental planning services,
to become increasingly familiar with other Departments' priorities.
Discussion:
Planning groups give evidence of increased interagency coordi-
nation. Largely, Council direction to increase this coordination at
earlier and earlier stages of planning processes would help prevent
future delivery of service difficulties and upgrade staff priorities
-196-186
fl
of becoming familiar with what programs other departments are
implementing.
5. Recommendation:
That the Council accept the leadership responsibility to serve
as a model of interagency cooperation.
Discussion:
By demonstrating a norm of cooperation, negotiation and mutual
interdependence, the Council will be better able to demand this norm
of behavior from others.
6. Recommendation:
That the Council continue to work to arrive at a philosophic
and practical base for the delivery of children's programs.
Discussion:
Most symposia, reports and meetings which center around issues
of delivery of children's services abut against issues of philo-
sophic commitment. The Council cannot go beyond establishing
priorities of an administrative nature until it reaches consensus
on just where the boundaries do lie as regards the State's re-
sponsibilities to its children. Until this base is established,
most programmatic efforts will be effective in a limited context.
7. Recommendation:
That the Council continue its search for and implementation of
models of healthy interagency interdependence.
137
-197-
Discussion:
Gaps and overlaps occur where department and agencies can main-
tain distance from each other. This is particularly so where for-
malized interaction does not take place. The Council must consider
itself as crucial in maintaining continuous communication between
departments who would traditionally isolate themselves from each
other rather than risk confrontation.
8. Recommendation:
That the Council assume as its next task the subject of Early
Childhood Development.
Discussion:
The Council has reached general consensus on what the next
stages of its task should be. The decision to focus on early child-
hood development includes consideration of issues involving Day Care,
the relationship between the Department of Education and Agency of
Human Services, parenting skills programs, and regionalization of
services.
Publication of the Education Department's position paper on
Early Childhood Education will enhance the Council's subject matter
choice. Development of Early Childhood programs is an area where
solid planning with a philosophic base can result in a realistic
coordinated program effort with effective service delivery.
It is important that the arena of Early Childhood Development
must be defined into manageable concepts by the Council if it is to
achieve realistic goals. The Council intends to deal at specific
levels with issues within the generalized arena of Early Childhood
188198_
0
Development. The only way the Council can meet its globally defined
task is to reduce this task to manageable problem - solving issues.
The Council's decision to focus on early childhood confirms the
wisdom of the theory behind the formation of the Council. Those
proponents of the Interagency Council concept proposed that Depart-
ment Commissioner, Division Directors and the Secretary of the
Agency of Human Services create the actual plan they would be charged
with implementing.
The proponents of the Council's formation believed that focusing
on Early Childhood would be a productive undertaking, but that the
Council had to arrive at this decision independently from its own
interpretation of facts as well as through its own process of or-
ganization and task orientation.
9. Recommendation:
That the Director of the Office of Child Development be in-
cluded in the membership of the Council.
Discussion:
Effective focusing on Early Childhood issues would require the
input and expertise of'the Director of OCD. Planning which includes
realistic accountability is feasible when those offices with early
childhood program components are included.
10. Recommendation:
That the composition of the Council membership remain as it is
currently composed with the addition of the Director of the Office
of Child Development.
Discussion:
In order for the Council to keep its planning focus, it is i -
189199
portant to maintain the present level of Council membership. Plans
for Ccuncil work during the coming year include utilization of
Departmental staff resources at the sub-committee level. Also the
resources of private organizations and advocacy propon-Aa ,:.an be
used at the sub-committee level. It is hoped that creation of a
system of task oriented sub-committees will make maximum use of
professionals and consumers of early childhood services.
11. Recommendation:
That the current staffing of the Executive Secretary to the
Council be extended until June 30, 1976.
Discussion:
If the Council continues its work according to agreed upon
lines, continuity in staffing would contribute to its effectiveness.
Indications are that future funding from the New England Program
for Teacher Education is forthcoming for employment of an Executive
Secretary.
12. Recommendation:
That the Interagency Council continue to work until June 30,
1976.
Discussion:
Bill 245 does not specify he length of the Council's life.
The Council and Its staff are in agreement chat the work which has
been undertaken thus far can best be capitalized upon through continuation.
In summary, the Council has made a substantial beginning on its
lssigned task. It has collected a base of d-ta. There is a need to
continue adding Lc, its collection. There has been consieerable evidence
of an increase in positive interagency coordination; there is still a
190-200-
need to maintain and build on this established cooperative base. Con-
tinuing to collect data and to develop cooperating mechanisms are
the cornerstones for a realistic master plan. A master plan which has
as its initial focus early childhood would realize the Council's goal,
the intent of the Legislature and result in the increase of quality in
service delivery to Vermont children.
191201
APPENDIX
1. Maps of Agency, Department and Division Geographic boundaries.
2. Bill 245.
1. MAPS OF HUMAN SERVICE DISTRICTS, REGIONAL OFFICES, AND SCHOOL DISTRICTS
n) Administrative Districts
b) Corrections: Probation and Parole Districts
c) Corrections: Community Correctional Centers
d) Health: Area-wide Health Planning Agencies
e) Health: Home Health Agencies
f) Mental Health: Community Mental Health Services
g) Social and Rehabilitation Services: Social Services Districts
h) Social and Rehabilitation Services: Vocational RehabilitationDistricts
i) Social and Rehabilitation Services: Alcohol RehabilitationDistricts
j) Social and Rehabilitation Services: Drug Treatment Services
k) Social and Rehabilitation Services: Division of Servicesfor the Blind and Visually HancUcapped
1) Social Welfare: District Offices
m) Office of Economic Opportunity: Community Action Agencies
n) Office of Manpower: Regional Planning and Service Boards
o) Office of Child Development: Licensing Districts
p) Education: School districts
q) Education: Supervisory unions
r) Education: Principals' Regional Divisions
s) Education: Area Vocational centers
193
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PRCP.E0 BY IME
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SOCIAL AND
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SOCIAL AND REHABILITATION
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Vocational RehabilitationDistricts
PREPARED DT INC
VERMONT DEPARTMENT OF HIGHWAYSHIGHWAY PLANNING DIVISION
SCALE
! Ycu
DECEMBER 31,1974
St. Albans
Burlington
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SOCIAL AND REHABILITATIONSERVICES:
Alcohol and Drug Abuse Division:
Alcohol Rehabilitation Districts
01001;/0. 551510101 BiAIRE101 :rattleboro .IMPARED 0, THE
VERMONT DEPARTMENT OF HIGHWAYS
1
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11/1.1.51P515 11111(15. mum SCALE
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1.
DECEMBER 31,1974
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COUNTY AND TOWNOUTLINE MAP
OF
VERMONT
SOCIAL AND REHABILITATION
SERVICES:
Alcohol and DrugAbuse Division:
Drug Treatment Services
PREPARED OT THE
VERMONT DEPARTMENT OF HIGHWAYSHIGHWAY PLANNING DIVISION
SCALE
-225- a Wag
DECEMBER 31,1974
Montpelier
0
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SCALE0 4 I 12 EKES
DECEMBER 31.1974
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COUNTY AND TOWN.OUTLINE MAP
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VERMONT
OFFICE OF
CHILD DEVELOPMENT:
Licensing Districts
PREPARED Br THE
VERMONT DEPARTMENT OF HIGHWAYSHIGHWAY PLANNING DIVISION233
--207SCALE
4 0 4 12 MIAS
DECEMBER 31,1974
St. Albans
Burlington
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VERMONT
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ID - IndependentU - Unified0 - Unorganized Territories
AHAHNNNED ON TUC
VERMONT DEPARTMENT OF HIGHWAYSHIGHWAY PLANNING DIVISION
SCALEo i 111CS
DECEMBER 31,1974
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46 --vacancy ' Townshend 265-7.51
31 DRREN, John Dohy 76651'0.1
4 OFAVNOXP,Lmn Pair Raven 265. '%.12 BOYDEN, Harold- Ric/m 004 427-161:
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40a DURNHIN, Henry N.flarcncn fs.040 CIIESLEI, Thomas Tutland 712-9:1049 CUSICK, JanoS Brattletori 2s4-7'19
22 DEMERITT. Clinton Sr.Alhanc 5:4-: 171
23 DOWRY, Didnmy Xt. A:bans 524-7140
42 DIXON, Rotert Eorthfirld 435-7%55
55 FDTARInr, Payrond lannvcr,v..20 FANNUN, Fora t Ni,h`ord 845-,,C1
7 GR1MLKY, Richard PolcLos.or,Bx110 659-4-' 7
22 GROGAN, Robert RIP t:cntrc,,cr
1 HALL, Keith Bristol 453 -3.5?
34 HENRY, Paul Orleans 754-6.4517 HOCKLAN, Robert Winooski 655-'856 HOULIHAN, Edward MancUrster Ctr, 372-7,52
26 HURLEY, Alfred 61-4::53 IPPOLITO, Paul Chvater 875-3165
45 JOHNSON, Charles: Nontpolicr 222-028:
30 JONES, Donald S. Royalton 762-074042 KAUTZ, Robert Waterbury 244-087726 KELLEY, Lloyd Brandon 247-5757
51 xEnnr, John Bridoewater 672-124444 LYON, Ernest Barre 476-5V11
50 !(ANTIC, Wallace Porhester 747.0:42
18 PC16XLM, Xcdnry t--rnord 69'-3172
2 MORSE, Harold Idaddlelory 286-7971
10 NASON, Michael N,Itnn 692-456647 NOYES, Harry Bellows Falls 462-3:48
19 ODER, Keith Canaan 266-322041 O'BRIEN, John Plairrield 476-2245
28 PHELPS,Edson pcJitncv 257-5:06
56 PIERCE, Sydney 6pringficld 591-5141
2 POTTER, David roenos 1177-123:
24 PREMO. Armand N. Hero 27.7-o921
29 PROULX, Raymond F ,stervillc 47:-7472
28 vacancy Randolph 725-5052
15 REINHOLZ, Lansing Derlinctcn 863-4521
54 RISING, Lloyd Wh:tc R.,. Jct. 795-1:0I
71 ROB8, John Swanton Pv.123 661-4257
25 RODDINS,Olin Johnson 615-72011 ROBERTS, Llewellyn 0:n5611e 614-3001
11 SARGENT, Theodore St. Johnsbury 745-4744
38 sclooLL, 1:orris LJalcv 225-3541
27 SHERIDAN, Robert Bradford 227-5216
SICARD, David Lynftiville 61-57625 suEnAN, GeorTc Rennincton 417-7501
52 TIERNEY, JamoS Windsor 674-5144
49 TAUESML,Claronce Jartsonvillo 266-7,12
16 TUTTLE, Fred 5-Burlington 562-9175
16 winrn, Theodore Shelburne 985-11:4
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VERMONT
PRINCIPALS' REGIONAL DIVISIONS
211PREPARED NY THE
VERMONT DEPARTMENT OF HIGHWAYSHIGHWAY PLANNING DIVISION
SCALE
:21DECEMBER 31,1974
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April 1974
P.2.ei,1,4 15 Mi.
Section 8.1
VERMONT
AREA VOCATIONALCENTERS
MD UNDER CONSTRUCTION
OPENED
212
0 1967
L1968
rk1969
'Calendar Yea/
ED 197(0 1971
197?
PlannedC) 1974 (1)=11976
NO. 245. AN ACT TO ADD 33 V.S.A. CHAPTER 46 RELATINGTO CHILD DEVELOPMENT.
(H. 497)
It is hereby enacted by the General Assembly of the State ofVermont:
Sec. 1. 33 V.S.A. chapter 46 is added to read:
Chapter 46. Child Development
§ 3401. DefinitionsUnless otherwise required by the context, the following defini-
tions shall apply in this chapter:(1) "Council" means the interagency council on child develop-
ment.(2) "Child development programs" means those programs de-
signed to provide for children essential nutritional, educational, so-cial,.health, and mental health opportunities and services with thegoal of helping children attain their full potential.
§ 3402. Creation(a) There is created within the office of the governor, the inter-
agency council on child development whose purpose is to developa comprehensive plan for the coordination, delivery and expansionof services provided through the agencies, departments and divi-sions involved in child development programs.
(b) Meetings of the council shall be held in accordance withsubchapter 2 of chapter 5 of Title 1.
§ 3403. Composition(a) The composition of the council shall be as follows: the secre-
tary of the agency of human services; the commissicners of educa-tion, social welfare, social and rehabilitation services, health, cor-rections, and mental health ; the director of special education; the
111 director of elementary and secon'ary education; and the director ofthe planning division of the agen.,.y of human services..
(b) The council shall elect a chairman from its membership.
§ 3404. Powers and duties -(a) The council shall have the duty to develop and present to
the general assembly, no later than March 15, 1975, a comprehen-
sive plan for the coordination, delivery and expansion of child de-velopment programs in Vermont and shall develop and present spe-cific proposals necessary for implementation of the plan. In 'de-veloping the plan the council shall give special consideration to thefollowing:
213245
(1) Encouragement of local communities to provide public andprivate support for the establishment and maintenance of pro-grams and facilities for child development;
(2) Proposals for the establishment of training programs forchild development personnel and parent education programs atstate and local levels;
(3) Evaluation of current and proposed day card licensing re-quirements, with special emphasis on the appropriateness of suchrequirements;
(4) Review and evaluation of the gathering and disseminatingof information on child development needs and resources;
(5) Development of a plan for the redistribution of resourcesand services where necessary;
(6) Approval of demonstration projects which may include:(A) The use of head start programs and personnel to
strengthen child development programs;(B) Systems of local coordination of child development
services;(C) Alternative methods of licensing and approval for child
development facilities ;(D) Further use of satellite systems of child care;(E) Placement of screening and referral services in Child
care centers;(F) Reimbursement methods for child development pro-
grams based on the cost of programs; and(G) Such other programs as may result in more efficient or
effective delivery of comprehensive child development programs.(b) In developing the comprehensive plan, the council shall uti-
lize and encourage the. participation of consumers and providers ofchild care, specialists in child development and other interestedpersons.
Sec. 2. Staff(a) The council-may employ an executive secretary, who shall be
knowledgeable in the field of child development, to assist in research,preparation of minutes and reports, scheduling of meetings andother duties the council may deem necessary.
(b) 'The salary of the executive secretary and other necessaryexpenses shall be borne by the agencies and departments involvedin the interagency council. The staff employed for the purposes ofthis act shall be temporary employees and the positions shall ter-minate on June 30, 1975.
Sec. 3. This act shall take effect from passage.
Approved: April 8,.1974.
214
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BIBLIOGRAPHY AND REFERENCE SOURCES
Materials which have proven useful to a collection of data about
child development have been divided into four sections:
A. Directories and Information
B. Background and Theory
C. Interagency Cooperation
D. Plans
Included in the listing are entries which may help a neophyte
learn which program functions are under which agencies as well as
entries of a more theoretical nature. Two bibliographies of more
completeness are available from ERIC, Department of Education and Early
Childhood Education Position Paper. There was an attempt to list
sources actually utilized in the data gathering which the Council has
already completed. In addition, there are many fine sources listed in
the above mentioned bibliographies.
2 5-247-
BIBLIOGRAPHY
A. DIRECTORIES AND INFORMATION SOURCES
Civil Government in Vermont. Federal, State and County Officials.Secretary of State, Montpelier, Vermont, 1974.
Child Advocate. Reports. Vol. 1, no. 9, 10. Montpelier, Vermont,
1974.
Children First. Newsnotes (Children's Rights). Vol II, no. 2.
Montpelier, Vermont, 1974.
Constitution of the State of Vermont. Secretary of State, Montpelier,
S Vermont, 1971.
Directory of Health and Health Related Services in Addison County.Addison County Health Council, Middlebury, Vermont, December, 1974.
Directory of 111.wlan Resources. Governor's Committee on Children andYouth, ed., Montpelier, Vermont, July 1972.
Handbook of Vermont State Government. Agency of Development andCommunity Affairs, Montpelier, Vermont, March 1974.
List Lic nsed and Approved Day Care Facilities in Vermont. Office
of Child Development, Montpelier, Vermont, 1974.
Newspapers - Daily - including:Barre Times-ArgusBennington BannerBrattleboro ReformerBurlington Free PressRutland HeraldSt. Johnsbury Caledonian Record
On the Road. Office of Child Development, Montpelier, Vermont, news-letter January 1975.
Programs for Delinquent Youth in Vermont Correctional.Institutions,ESEA, Title I, Annual Report, State Department of Education,Montpelier, Vermont, 1973-74.
Telephone and Agency Directory. Agency of Administration, Montpelier,Vermont, May 1974.
216
_249-
Up-date on Fact Sheet for Day Care in Vermont. Pat Jewett. Preparedfor the Second Annual Child Care Conference, University of Vermont,1974.
Vermont Educational Directory. State Department of Education,Montpelier, Vermont, November 1974.
Vermont Peoples Yellow Pages. Vermont News Service, Plainfield, 11Vermont, 1973-1974.
You and Your Children: The Vermont Day Care Program. Department ofSocial and Rehabilitation Services, Montpelier, Vermont, 1974.
B. BACKGROUND AND THEORY
Child Care: Data and Materials. Committee on Finance, U. S. Senate,Washington, D.C., October 1974. (Superintendent of Documentsstock number 5270-02549)
Corrections: Essays on a System. Edgar Forsberg, unpublished thesis,Goddard College, Plainfield, Vermont, April 1973.
Early Childhood Education. California State Department of Education,Sacramento, California, 1972.
Early Childhood Education.New York, 1973.
Early Childhood Education.Arlington, Virginia.
An ERIC Bibliography, MacMillan Information,
National School Public Relations Association,
Getting Around Vermont. Huffman, Environmental Program, University ofVermont, December 1974.
American Services Integration. American Society for Public Adminis-tration, Washington, D.C., March 1974.
Increasing Parent-School Involvement. Planning Division, Department ofEducation, Montpelier, Vermont, July 1973.
Postsecondary Education Access Study, part IVI. Ted Bradshaw, CharlotteHanna and Steven Hochschild, Vermont State Colleges, Burlington,Vermont, September 1974.
Projects, Products and Services of the National Center for EducationalStatistics. Health, Education and Welfare, Washington, D.C., 1974.
Report on the White House Conference on Youth, Estes Park, Colorado,April 1971. U.S. Government Printing Office stock number 4000-0267.
The Parent in Early Childhood Education. David Lillie, J. Researchand Development in Education, vol. 8, no. 2, 1975.
Theory and Practice of the Administrative Team. Richard Wynn, NationalAssociation of Elementary School Principals, Arlington, Virginia,1973.
Theory in Practice: Increasing Professional Effectiveness. ChrisArgyris and Donald Schon, Jossey-Bass Publishers, San Francisco,California, 1974.
21-251-
Two Models of Organization: Unity of Command Versus Balance of Power.Stanley Davis, Sloan Management Review, Massachuse. .s Institute ofTechnology, Cambridge, Mass., Fall 1974.
Vermont Committed Children's Study. Vols. 1, 2, 3, 4. Cresap,McCormick and Paget, August 1973.
21_9
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C. INTERAGENCY COOPERATION
Child Care Report. Governor's Commission on the Status of Women,Montpelier, Vermont, September 1973.
Early Childhood Planning in the States. The Education Commission ofthe States, report no. 32, Denver, Colorado.
Early Childhood Programs in the States. The Education Commission ofthe States, report no. 34, Denver, Colorado.
Education and Politics. The Education Commission of the States,Denver, Colorado.
Establishing an OHL, for Early Childhood Development: SuggestedLegislative Alternatives. The Education Commission of the States,report no. 30, Denver, Colorado.
Financing Education Programs for Handicapped Children. EducationCommission of the States, report no. 50, Denver, Colorado.
Implementing Child Care Programs. Symposium Proceedings, August 1975.Education Commission on the States, report no. 58, Denver,Colorado.
Joint Committee to Study Day Care Final Report. Vermont State Legis-lature, Montpelier, Vermont, December 1973.
Organizing Child Development Programs. Irving Lazar, Appalachia,January 1970.
Position Paper on Early Childhood. State Department of Education,Montpelier, Vermont, 1968.
Special Education in the States: Legislative Progress Report. TheEducation Commission of the States, report no. 11, Denver,Colorado.
The Children and Youth Projects. Comprehensive Health Care in Low-Income Areas. Health, Education and Welfare, Washington, D.C.,July 1972. (U.S. Government Printing Office stock no. 1730-0025.)
Toward Interagency Coordination. Fourth Annual Report. Thomas Herrzand Adele Hurell, Social Service Group, The George WashingtonUniversity, Washington, D.C., December 1974.
220-253-
D. PLANS
Act 245. Vermont State Legislature, 1974. Montpelier, Vermont.
Guidelines for Early Essential Education. State Department ofEducation, Montpelier, Vermont, 1974.
National Health Planning and Resources Development Act of 1974.United States Congress, 1974.
Special Education State Plan. State Department of Education, Montpelier,Vermont, 1974.
Vermont Comprehensive Manpower Plan. Agency of Human Services,Montpelier, Vermont, 1974.
Vermont State Drug Plan. Agency of Human Services, Montpelier,Vermont, 1973.
Vermont Developmental Disabilities Design for Implementation. VermontDevelopmental Disabilities Planning and Advisory Council,Montpelier, Vermont, 1974.
221
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