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��. j
THE W [-I I TE H 0 USE
. WASH I NGTON
November 4, .1996
Ms. Monica Mancuso
G.R.E:A:T. ·Class . .
. Clayton Middle School
1295 Wyoming Avenue .
. Reno, NV 8.9503
Dear ,Monica: .
•
' ..
<
I enjoyed meeting you during my. recent visit to the
G.R.E.A.T.program. Thank ypu so much for staying after
class to ,talk with. me -- I understand you missed lunch, but
.. Mrs~ Bernard was kind enough to take you to McDonalds to .
make up for it(.. .
.
. You and your fellow group of students area terrific bunch. I
illthis
really admire you·and the others for taking
program. it is students like yourself who are .the 'future
leaders of this c o u n t r y . ·
. .
part
. . : .. ','.
.
Keep up the good wo.rk!
Sincerely,
.~~
Carol Hampton Rasco
Assistant to the President .
for Domestic Policy
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ONBox Number: 8486
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October 22-25, 1996 Reno NV [2]
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Remarks by Carol H. Rasco
The Children's, Cabinet Inc.
Child Care and Economic Diversification Policy
Summit
Airport Plaza
Reno, Nevada
Wednesday, October 23, ·1996
1
�Welcome
Thank you Governor Miller for that lovely
introduction. I 'am pleased to be here with all of you
.
,
,
today. I'd especially like to thank Keith Lee and
, Sarah· Longaker for'putting this terrific and very
" important conference together -- they've done a
superb job.
And I,thank them for inviting me to
participate. 'I'm looking forward to 'meeting and
'talking'with all of you throughout the day_
2
�I
Introduction
__
I am going to talk to you today about the links
between quality childcare, early childhood
.education,and success in adulthood, asweU as the
importanee of child care in welfare reform.
Children· are our most precious natural resource. If
we are truly serious about developing a stronger
·economy,increased competitiveness, and a life
··bette·r than ·our·parents and grandparents knew,
. then we in the United ·States do nof have a single
child to waste.
. !
3
�Since President Clinton ,took office, we have 'made
. great 'strides toward 'protectingour children 'and
e
enhancin~
their opportunities. In recent years,
'public investment in early childhood p'rograms· has
burgeoned .
.•
In" the 1997 appropriations bill, the 'President
.increased spending on early childhood,
services, including, Head Start and child care,
by over $1 billion.
4
�•
The federal government spent nearly $,1.8 billion
,
,
.
in 1993 to' help'low-income children attend child,
,e
' care programs, and another $2.5 billion in tax
-credits to hel'p families of all income levels
purch~se
child care.
.'
Legislation ·in '1993, authorized close ,to'$1- billion _
in federal 'funding for family support and family _
'preservation programs over five years.
, • "More recently, President Clinton signed the new
-
'
'welfare bill (which I'll talk about later) and
included in tha·t an additional $3.5 billion over
six years in child care funding, .bringing the
national
to~al
up to $14 billion.
And the list goes on. ,"
5
,"
�Why have'we; as a'country, made, these
, investments ,in, our children?
,.These investments are based .on evidence' that the' .
early childhood years present a special opp'ort,unity
to oJ?en a, door to a child's future. Intervening early
,in the life of any child, but in particular
disadvantaged ,children, provides the best
opportunity to forestall later problems and to ready.
children. for school and life. The evidence shows
,
,
.;'that"e~a'rlychildhood, programs ,have produced longterm. cognitive' and social 'benefits for children who '
enroll in them.
,
6'
�· Just last week, I met,and he'ard speak, Dr. David
Hawkins, a'professor
.'
i~
the school of social work at
the University of Washington in Seattle. Dr.
"Hawkins is researching the affects of early
intervention programs on disadvantaged children.
Dr. Hawkins' study, produced :some very interesting
, and important results. Dr'. Hawkins found that
early int,rvention in elementary schools prevents
sch901 failure, drug use 'and delinquency among
Jow-incomectiildren. He followed students, K thru
6, enrolled in a six year, 'school-based prevention
7
�program which modified classroom teacher
practices, offered '. parent training, and provided
e
child social skills training. He assessed the
program's affects on school failure, drug abuse,
and delinquency among low-income children.
He found that, when 'compared ·to a low-income
control group, these children showed enhanced
school commitment and class .participation. The
, girls in the group 'also 'showed lower rates C?f'
'substance· 'abuse, and the boys showed increased
social and. school work skills.
8
�Dr. Hawkins" current 'work-in-progress tracks these
same children all the way to 12th grade.
Preliminary results show that the. initial positive
,
affects. are .still holding. These results are
.
.
exci~ingl
The results highlight the importance of early
intervention. to.the' success .,of our young people.
·1'm':looking' forward to reading the completed study.
9
�Early Intervention and Ch'ild Care' Is At A Cross
Roads
However, despite these and other such findings, as
well as the earlier achievements discussed, early
intervention and child"care:-assistance ,are now at a
crossroads.
Early intervention and child .care assistance can
.'
grow to become a critical: support for children and
:familie's, or it can be stretched too thin, providing
minimum protection .for children, and leaving many
e
hard working
~amilies
without.access to' the child.
care support they need.
10
�How can we make sure ,that this country takes the
right road? All of 'you, and' others like you around
the country, are the answer. '
Family service providers and businesses must .
"
,
,come :,together .on a community level aU across the
United
S~ates.
children
Why? You,know all the :reasons. Our
;~ust. be
healthy - they must be safe -they
,must have,'at least one hug a day- they must feel
loved - they must gettlhe education they need - they
, , ':must"be'pa'rt'ofacommunity thaI' knows their name,
that ,supports 'them and their' family. 'When we work
e'
togethe,r to, m~ke these things happen we will see a'
11
�, decrease' in ,drug~use, crime, abused :'children and
'spouses~-
e'
a decrease inHIV-babies, homelessness
and poverty. We know what our communities need.
We have to work' together in new'ways to get
there~
We need to identify .options for linkil'lgand
integrating programs ,to better serve children and
families.
:.
.
"
12
.
~
,
�.All .ofyou here' today have a vital role in shaping
child care policy -- not justin Reno,. but aU over the
.
.
.
_United States.' However~ it your responsibility to
~hare
what you have'learned'"about early childhood
. education, child care programs,' businesses
committed to providing. child care, and programs
,that are making a difference.
,
,
13
�.In this way, you can inform the policy making
. process.· Show your state and local 'officials ,how
combining public and private dollars is essential to
providing quality child
care~
Show them why
coordinated strategies are needed to keep families
.self-sufficient.
Always remember that You can make a difference ..
. 14
�The Importance 'of Collaboration 'in' Reaching
Community Defined Goals
I 'have had ,the 'opportunity to'visit programs all over
the country and the one thing that stands out as the
central component of keeping families self
sufficient is a collaborative e'ffort frornbeginning to
. end. ' We know that successful 'collaborations at any ,
level require at least these three actions:
, ":"1)'~INCLUSION' of a broad range of'stakeholders;
2) SHARED VISION among those stakeholders; and
3
, ) COMMITMENT to flexibility as change takes place .
and goals are
revised~
15
�Overtime I have learned that effective strategies
'must' include commitments from parents, diverse
community leadership, business and state, I,ocal
'and federal 'governments.
because the broad
r~nge
Programs are successful '
of
s~akeholders
'know
what the problems are and what kind of approach
will work best for their 'community. Federal efforts
ought to support your work and build on existing ,
'activities in' local
communities~
16
�, In many ways, the national agenda ought to be' .
, about grassroots efforts. ,Solutions to some of our
most serious problems are at the ,local level -- with
some support from government-But s~metimes
, you need 'to remind both yourselves and national
~Ieadersofthat.
You can
.d~it
by. workillg together.
.'The' p'rogress' :you make' ·working t,Ogether will m'ake
, national leaders pay 'attention-- we, like you, are
looking for' answers ..
17
,
"
�'The' Federal government still has a way togo, but.
we are learning. We "are learning that in order to
. betters.erve ithefull range' of needs for children. and
. families we have to listen to what is' going on at the .
·community level as you navigate the many systems .
. ·to achieve success.
Most important, we have learned that services
cannot be 'offered. piecemeal. .We must follow
.
.
.
'children from start· to finish-- from early
child~ood
"
····ul1til··theyen'ter·the workforce or college
--~and
offer
comprehensive, .lirik~d· serv,ices' to help them alonQ
every step of the way.
.
.
'
18
�, What I mean by comprehensive, 'linked 'services is
this: We'ca'nnotoffera disadvantaged child 'early
1
. childhood services and expect the benefits of those .
services' to ,last. unless we ,continue to .offer services
to that same child in' her middle school years and
her. high".school years. "We, cannot offer, .quality .
child 'care ,and expect ·the best results if we don't
make sure that child and her family have access to
'health care, a healthy diet, and a safe living
:'environment free from drugs and crime. .
19
�We in the Federal Government have a responsibility
to help you, in 'our- nation's' communities, offer the
e
services that those in your community need to, be'
prepared to succeed in the 21st Century. We can'
, leave no child behind!
20
�Providing Quality Child Care
We all have the same goal: providing quality
--
services .,to .our :country'schildren and families.'
Quality services mean q'uality care. Butwhat is _
quality, child care and how, ,do we;' offer qu,ality
car~
to -all who need it?
_What do I mean by quality child care? Quality child
care is·much more than a-center where you drop
- "'your child off "on your way to work. Quality child
care should equal early-childhood education. -A
- . child's early years are 'the most important in its
development. We cannot afford to simply drop any
,child off at a daycare center and leave it at that. '
21
,"
..
�Quality child care means:
e · .Early education;
•
Social skills training;
•
After school' care;
.•
Regular
medic~1
check-ups; .
i
•
.
Partnerships with other children and family
services in the community ....
22
�. 'Quality child care means comprehensive and
"'integrated servicesthat,'bring the child care
'
e ' 'providers, together .with 'the neighborhood ,schools,
the community-based social services centers, the
civic and relig,ious organizations" and local, health
.
'
care providers. .Quality child .care ,means offering
. services to all Children, starting at· birth and
, following a child through his or her school years,
regardless of income.
23
�Quality Child 'Care is erotical to .the millions of·
.
working families in our nation. .That's' why this
e .. Administration
,
...
.
.
.
has been committed to expanding .
child care through Head Start' and other successful
child care ·programs. We
~re'
encouraging states to
develop comprehensive . p lansJor child care during
the upcoming year with input- from local
communities, parent, child care providers and other
.
.
,
related services.
24
�Coordinated, integrated partnerships are the key to
, ,offering' quality "ca're to'allchildren, who need it.
I know all of you
canm~et' this
challenge. Do' more
for all children, whether child,ren of those on
welfare". children, of low-income, working,parents,
" 'your' neighbor's' children, or your own. "
25
�What About Welfare Reform and Child Care?
.e
Now, that said, we cannot talk about early
'. intervention, .quality child care, and positive
. outcomes without. addressing child care and welfare
. reform.
26
�.As you all know, child care provisions have
changed 'pretty 'dramatically' and for ·the better under
.
~
.
the new welfare law. The best news is an additional
$3.5 billion for child care funds, bringing national
funding up to $14. billion. The other good news for
"states . a ndadministrators is that you will have much
· ore flexibility to
m
deve~op '~child
'care programs anc:i
pOlicies that best suit the needs of children and
parents in your state.
27
�In talking about welfare reform and child care" I'd
first like to give, you some'specifics, about how child
'e
care funding changed under the new welfare law.
.
.
, B ut then, I'd like to talk'for a few minutes about
welfare reform in general and its affects. on children
and on the success of those children ,.and.their
parents.
;: .
28
�, Child' Care and Development Fund
First, the welfare law creates a new, integrated child
, care program called the Child Care Development
Fund under the Child Care and Development Block
Grant, Amendments of 1996. Ihisprogram repeals
AFDC and JOBS child, 'care, transitional child care,
and at-risk child care' replacing them with one child
tare" block grant. 'Funding streams ,for states fall
.
.
.
.
,
under discretionary, m'andatoryand 'matching,with
:' 'additional funding sources for states in
,
,
maintenance of effort,state, matching 'funds, and
e'
"transfer of TANF funds.
29
�. Under the Child Cate and Development Fund,
Nevada will eligible to pull ,down
$10~9million.
To
. _ p u l l down these funds, Nevada must. spend ·$6.8
million. Federal'funds available to Nev,ada has
19XX~· (Carol--I'm
increased by XXX since
researching. this now.)
That's
a lot of money,' and all of you
-- the
, Governor, those of who work for state ,.agencies, .
teachers~
.'
::,,·~nonprofit'
.bus,iness ',people, concerned parents,
workers. -- should work together to spend
that money well so it will give ·our youngsters a
tit
better chance.
.'
.'
; 30
�There' are three more things you should know about
the new child care law that:will affect your planning:
, ,1) 'New comprehensive plans must be submitted for
all three funding streams -- discretionary,
, mandatory, ,and matching -- by..July .1,1997. Public
,, ,hearings; are 'required as a part' of the' process for'
new plans.
2) Under the TANF block grant in the welfare ilill,
;:':temporary assistance under TANF cannot be
reduced or terminated for parents •of children under',
age 6 if they. have been unable to obtain child care
for the following reasons: unavailability of
.'
appropriate care within a' reasonable distance' from
wo'rk or ,home; unavailability :or unsustai'nability' ,of
informal care by a relative; or unavailability of
appropriate· 'and affordable' formal care
arrangements. .AND, '
. 31'
�3) The TANF block grant allows 'states to transfer up
... to 30 percent of the temporary assistance funds
e
into child care or social service block grants. .
There you have it -- some dry government talk, but
important talk. Why?
.
32
�These provisions 'are the most critical to ,the'
success of welfare reform. In, this country, we have
over four million families receiving welfare -- about
nine million .of whom' are children. These children
and their parents are trapped in a cycle of poverty ,
,because the old welfare system ,offered only a
welfare check rather; than;opportunity- to
become self-sufficient, through work.
.
'
.'
';,.
33
~orkand
�The new welfare 'law turns the old system upside
down.
Now these 4·million plus parents will have the
opportunity tQ. work, to sup.port their families on
,
their own.
H:~wever,
without affo.rdable and .
. . ~ accessible child care, these'parents wiUnot be able
. to take part in the necessary training and job
placement· to find work, nor would they be able to
. remain in a job.
34 .
�Further, without quality care, the children' of these
'parentswill grow up without the tools other .
children their age are given, and will·tllerefore lack
the same opportunity to succeed., If we don't
prepare. the children of welfare recipients. for the
future, .these children will.be-more. Hkelyto end up
. on,welfare~ too, repeating the· cycle. I- ~havesaid it
before, .and I'll say it again
.
-~
we do not have a' child .
.
.to spare. We must offer all children quality child
care from early education through' after school
. programs.
. 35
�If we are to break the cycle of poverty, we must
prepare aU. of youngsters for the future!
Affordable,accessible, quality child·. care is the key
to successful welfare reform.
'The 'Personal .Responsibility ',and·, Wo'rk Opportunity .
. Reconciliation, Act of 1996, gives us an. historic
opportunity to help these mothers and children off
'of welfare, out of poverty, and into jobs. We· need
.to make ·sure we do it right.
36
�This means giving welfare, recipients -- most of
whom are women -- connections to the labor market
,e
and the support to'keep them in the labor market (
including not just child, care ,but child support
,enforcement, Medicaid, and the EITe). ,At the same
, time we must offerthesewomen~s .children the
"same opp.ortunities for.success that economically
better off children receive.
37
�Business has an important role to play in both. _
First, business must work with the' state, non profits
and community-based organizations to connect
- welfare recipients to jobs. _Business bene'fits
through this collaboration ,when ,th~y_: receive hard
working,- job-ready reUable- wor,kers who just want a
chance to succeed. (The state and community
-ba'sed organizations, need to ensure that welfare
recipients are job-ready so the- parternshipwith .
'. ~.business is'su'ccess'fuL)
.
{
38
�Second, the business community must recognize
.
.
that providing quality child care options for all
e . workers benefits ·business.Whether a business has
. an on-site care- center, offers child care subsidies to
employees, contracts out care, or fully,and
, consistently implements the Family and Medical
:, Leave Act, you can. be, ,sure . such actions ensure
happy and productive workers, and help build a
stronger workforce for the· future.
39
�This Is Not The End of Welfare Reform, This Is Just
The Beginning
As. President Clinton said recently: "This is not the
end of welfare reform,this is just the beginning.
And we have..toall·assume responsibility.·, Now that
.
.~
we are': saying ,with' ,this bill' we eXlpect 'work, we have
to make sure the people have a chance to go to
work."
"
40
\
.
�But ,it will notb,e easy. The challenging work startS
now. ' The success of welfare,reform will ,depend on
e
the work that goes on each and every day in each
" ,..: and every state,and 'each 'and every community, .
large and small, across this country. All of you, in '
" one way or another, will be able to 'contribute to ,this
, im'portant process. '
,e
) ,
41
�And as you are .helping, as we are all helping, I
, believe there are three important groups of people
we must keep in mind as we proceed.' We must all
listen to and support those people most intimately
involved in.the process of welfare reform.
.
'
.
.
, ..:First, ,the frontdine worlker,;:who 'will wonder:
•
, Will you listen to me when I tell you the tools I,
genuinely need' to Ihelp
rtl Y clients
become self
.·:sufficient?
e
·
Do you really' respect and value my work and
.
'
worth, or am I just someone who, enforces the
rules' and regulations?
42
�Second, the welfare mother, or the welfare' dad, who
•
will worry:
•
Can you help me figure out how I can get a
REAL job?
•
Will"You sit down with me and 'talk to me about
.
! . '
how I best help my family I care so much'
about?'
43
�'Third, and in my 'mind, most important, the. children
who may be frightened:
. Picture 'an eight year'old child .from a welfare a
welfare family, an eight year old whose eyes still
. 'light .upas she enters the classroom each morning:
-
Mister, what are you doing to my life?
-
Will.my little brother be safe at day care?
- : If I get sick, will my momma' still be' able to take
..... me' to' a "'doctor?
-
Do I have a chance when I grow up?
44
�, These are ,the voices you will'hear,and the
.
'
"
.'
, questions that will be asked.'
W~
need to'respond
to these voices. As mothers, fathers, wives,
, husbands, grandmothers, grandfathers, neighbors,
" , 'members of a community -- we need to reach within
,our hearts and help ',these children and
t~eir
,
parents,and others in need, "to work toward a better
life.
45
�I 'firmly believe children whose chances were
. ·dimmer in' the' past 'NOW have a' bett~r chance, and
we all, together, hold that chance before us. The
outcome will depend on the creativity and
dedication of aU of us, and women and men around
the country, in making the most of this opportunity.
, 'We need to work ;together 'so :that ,our 'nation's
children can soarl
46
�·In our nation's history, again and again, Americans
have united passionately around issues critical to
creating equality for all citizens.. Welfare reform is .
yet another step forward to create equality for our
nation's children and their families.
47
�Closing
,_
In closing I am reminded of my freshman .
philosophy course at. Hendrix College in Arkansas,
Dr. Ellis repeatedly pounded the table in his quest
to motivate us to go out into the world and face the
, ,,~adversitynecessary to'make'positive 'change,
admonishing us to remember that saying from THE
48
�PRINCE: "There is nothing more difficult to take in
hand, more perilous to conduct, or more ,uncertain
'e
in its success than to take the lead in the
'introduction of a new order of things." We have not
,
'
a choice, we must take this moment in time to
, introduce a new orderfor()ur families. We must do
it now. We have ther opportunity. Now is the time.
49
�"
.
'
.. (Carol--if you think the speech is too !?hort;
following are descriptions of Early Head Start,
.Partnerships For Stronger Families, and the ...
National Child Care Information Center.' I can easily
.work these in, but the speech seems to flow better
"
" ,
,
without them.)
. (See following pages.)·
50
'.;
.
�What's Goin'g .on at the Federal Level?
I'd like to take a few minutes' to talk about what I '
believe are two, of the most important 'Federal
programs we have put ,into, place during this
" administration..
.
.
",
51
�Early . Head Start ..,
.e
First, I'll talk about Early Head Start. I want you to
know that the design of the Early Head, Start,
" Program was very deliberate. Its goal is to provide
, .. a truly comprehensive. program, at ,the most critical
.
.
. '
.
,
. time of'a child's develop.ment 'before that 'child
,
,
, reaches' the .age of three.
52
�The years from' birth to age three
.
. child's
.
devel~pment.
ar~
critical to a
·Providingcomprehensive
services, that support families during these years.
can make
a ·Iasting,
positive impact in their lives. In
recognition of this, with Presidential Leadership and
.r
broad, bipartisan support" the Early, Head Start
" 'Initiative (EHS) was established ·aspart 'of the 1994
.
.
,
. Human Services Reauthorization. The initiative .
. . extends' Head Start Services to infants," toddlers,
and their families.
53
�The EHS models are community-based and offer a
'. variety of approaches for high quality child
.e
development and family support services. The EHS
models include programs that 'emphasize family
child care, center based care, and home visiting
. with.
serv,ices~
from, basic early education, nutrition,
. 'and health services toprogramsfor'teen' parents, .
family literacy, or substance abuse treatment.
54
�Each of the EHS grantee's are taking on the
,challenge of meeting these ,goals in different ways.
e
Yet, they all recognize one thing - they, can not do, it
alone' - Partners from all sectors of the community
are needed.
,'EHS program'sponsors include Head •Start grantees,
school systems, child care
progr~ms,
colleges,
community· mental health centers,. medical centers,
.
,
city and ,county government, ,Indian Tribes,
':'community 'action agencies, and other nohprofits.
55
�The Partnerships for Stronger Families, Effort
e.. , Through, an initiative called the "Partnerships for,
.
"
Stronger FamUies,"the federal,
~overnment.
is
currently working to support your efforts.
"
,
As we ;allknow, families: often have multiple needs '
that cannot be met by any single program or
agency. Yet according to the traditional way
services are
de~ivered',
parents', are often' forced to
. '·run:from "place to place to take car$ of their
'children's needs.
, 56
�The goal of "Partnerships for Stronger Families" is
to, support community initiatives that strengthen
e
'children and families, not isolated problems. So we
are working to deliver services better. We are ...
working to bridge piecemeal efforts and separate
.funding streams so that we can provide you with
,
.
·the. tools· you need to 'better coordinate services for
children andfarriilies.
51
�My passion for this issue is driven by .two major life
experiences:
1. The first was when I was a teacher. During that
time, I witnessed how difficult it was to meet the
, needs 01 the children; I taught. ,Nothing, was
f
:.
coordinated 'bythe
s~ate,
10ca'I"or"federal
. ·governments .. Parents wc;>uld have to sit'down with.
a County or local phone book and trackdown all
. the different offices to get. what they needed.
2. The second is as the mother of a child with a
disability'. I have often taken Hamp from place to
place to piece together a package of services for
~
.
him. This in itself was - and sometimes still is - a .
. full. time Job.
58
�So what can we do about this?
e
Our Administration has been working with local
communities to find out. We start by asking, "How
do you want this to work?" Of course the answers
vary .but the. b.ottom.line is that the.. community must
, plan it· ,Some: of the -things we·are :working on
"
,
..
.
include:
1) Providing technical assistance to communities
,,·,that·:actuallymeettheir stated needs.
2) Helping communities measure their progress ..
. 3) U'tilizing technology to communicate what federal
,: .;
, . reSO,Ufces "are availabl.e; ,to. organizations, ::that serve .
children and families. Next month' we will have a
web' site ,"Family.gov" .thatwill allow you to access
information on over a hundred federal programs
and services.
59
�" The National, Child Care Information Center
The National' ChUd Care Inform~tion Center (NCCIC)
.
'
.
.
, . is something, you all need to know about.
It was established to compl.ement, enhance and
promote ,child care lin,kagesandto ,serve as a
. " ;; mechanism .for.·supporting· quality," comprehensive
services for children and families. It is essentiaUy
funded by the 'na~ional Child Care. Bureau. NCCIC
.' activities· ,include: ' .
60 .
�--Dissemination of child care information in
response to .requests from States, Territories,
Tribes, ,policy makers, parents, programs, and child
care providers;.
--Outrea'ch to' ACF child care grantees' ,and the
, ' broader child care community, via ',a ,toll-free 800
,
~
number (1 ~800-616-2242)"falt{ mail, -and electronic
media;
--Publication of the Child Care Bulletin, distributed
.six times a year;
',,:,~~Child;caredata,
collection "and, analysis ,in'concert
with the Child Care Bureau, and;
--A clearinghouse' for child care information and
resources, available on-line through the internet.
61
�. I'd also like to share' with you how.states can better
.use technology to
ir~prove
thelrchildren 'and family
services..
A Few Examples: Partnerships and Technology
.Cr~ating ·.In.~oya~ions Across the Country.
•
Colorado' has created a paperless licensing
.
'
.
.' system. This fall, the. Colorado Division of .
Child Care will complete phase one of an
, "a'rautomated imagir;'lg system for licensing .
functions. ·This system will enable licensing
e'
files to be quickly. accessed in an electronic
format that will transform the way the Division
of Child Care operates ...
, 62
�•
Maryland's LOCATE program makes funding
services easier. Child care administrators ' need
e'
., reliable ,data when planning to:fundservices.
A
'partnership between the state's Department of
H,umanResources and the Maryland Committee
for Children, Inc. (MCC) :makes find.il1g, this data
easier. In '1982MCC created a s'oftware
program for child care' resource and referral.
, , They have now expanded the softWare "to
. maintain a comprehensive' regional -database
'-that c~ntains"morethan 17,000 regulated child
,care provider and program reco.rds'.
e'
63
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Carol Rasco - Meetings, Trips, and Events Series
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Carol Rasco
Meetings, Trips, and Events Series
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-1996
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/48176" target="_blank">Collection Finding Aid for boxes 37-59</a>
<a href="http://clinton.presidentiallibraries.us/items/show/36306" target="_blank">Collection Finding Aid for boxes 60-121</a>
<a href="https://catalog.archives.gov/id/647140" target="_blank">National Archives Catalog Description</a>
Description
An account of the resource
Carol Rasco's Meetings, Trips, and Events Series highlights the topics of discussion for scheduled meetings and events, the persons involved, and information on travel required to attend the meetings or events. Topics include health care reform, disability, employment, education, children and families, and communities. The records include memos, letters, reports, schedules, itineraries, meeting notes, flyers and pamphlets. Folders are arranged chronologically from January 1993 through 1996.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
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Clinton Presidential Library & Museum
Extent
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1388 folders in 121 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
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Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
October 22-25, 1996 Reno, NV [2]
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Carol Rasco
Meetings, Trips, Events Series
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 108
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2010-0198-S-meetings.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/647140" target="_blank">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
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Adobe Acrobat Document
Publisher
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Clinton Presidential Library & Museum
Medium
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Reproduction-Reference
Date Created
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10/12/2011
Source
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2010-0198-Sa-reno-october-22-25-1996-reno-nv-2
647140