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Part 2: Home-Based Programs
Early Head Start Program Profile
Washington State Migrant Council Early Head Start
Yakima Valley, Washington
November 3 - 6, 1997
The Washington State Migrant Council, the largest Hispanic-operated and Hispanic-serving organization in the northwest, operates an Early Head Start program for 75 intrastate migrant families in six small towns in Yakima County, Washington. The program serves primarily first-generation Mexican Americans who migrated to Washington to work on farms. The majority speak only Spanish. The program provides child and family development services primarily in biweekly home visits and group activities for parents and children. Child development services focus on establishing supportive relationships and enhancing the social and verbal contexts for early childhood development. The program emphasizes sensitivity to Mexican American heritage and culture and sensitivity to families' concerns with acculturation.
OVERVIEW
The Washington State Migrant Council (WSMC) operates the Early Head Start (EHS) program in Yakima Valley, Washington. The WSMC is a private, nonprofit organization founded in 1983 to provide social and educational services to migrant and seasonal farmworkers and rural poor families. WSMC is the largest Hispanic-operated and Hispanic-serving organization in the northwest. WSMC services include employment and job training, WIC, ESL/GED instruction, housing, family literacy, parenting, and school-based programs. WSMC also administers 26 Migrant Head Start programs, five regular Head Start programs, and 12 state-funded Early Childhood Education and Assistance Programs (ECEAPs). In addition to serving preschoolers, the Migrant Head Start programs have been serving infants and toddlers since 1983.
Community Context. The WSMC EHS program serves six small cities in Yakima County, an approximately 4,000-square mile agricultural region east of the Cascade mountains populated largely by Mexican and Mexican American migrant and former migrant ("settled out") farmworkers. More than half of county residents live in poverty. The county has the largest number of migrant and seasonal farmworkers in the state. The cities the WSMC EHS program serves are concentrated in the more rural areas. Compared to the county as a whole, each of these cities includes a disproportionate number of poor, Hispanic, and farmworker residents.
Scarce housing, homelessness, violent crime, and high teenage pregnancy rates are problems in Yakima County. Many pregnant mothers receive no prenatal care or receive it late in their pregnancy. A lack of child care and public transportation hinders people from accessing services. There are, however, also several major social service providers, including the WSMC and the Yakima Valley Farmworkers' Clinic.
Program Model. The WSMC EHS program provides child and family development services primarily in home visits and group activities. Each family receives services from two home visitors: a home educator and a case manager. The program focuses on developing supportive relationships, beginning with those between staff members and parents, as a means to fostering child growth and development. The program also emphasizes sensitivity to Mexican-American heritage and culture and to families' concerns with acculturation.
Families. Nearly all of the families served by the WSMC EHS program are Hispanic. Nearly two-thirds of these families do not speak English. The majority are two-parent families. Nearly one-fourth of mothers were pregnant when they enrolled in the program. Approximately one-fourth of the families were receiving welfare cash assistance when they enrolled.
Staffing. In the year prior to the site visit, the program experienced major changes in its staff, including its leadership. Specifically, the program was formerly part of the WSMC Migrant Child Institute, an arm of the WSMC devoted to new programs and demonstrations. At that time, the EHS program director also directed the Migrant Child Institute, and an education/disabilities coordinator ran the program. During the year prior to the site visit, the Migrant Child Institute was dissolved, and the EHS program director and coordinator both resigned to take other jobs. At the time of the site visit, the WSMC EHS program had a new program director; he is also the regional director of Head Start and ECEAP. A new program coordinator was managing the day-to-day activities of the program. There was a two-week gap between program directors and a six-month gap between program coordinators. At the time of the site visit, the director and coordinator had both been in their new positions for approximately seven months. In addition to the program director and coordinator, the program staff consists of five home educators, two case managers, a health coordinator, and an administrative assistant.
RECRUITMENT AND ENROLLMENT
Program Eligibility. To be eligible for the WSMC EHS program, families must have incomes at or below the poverty level, have a child under 1 year old, and live in Toppenish, Granger, Mabton, Sunnyside, Grandview, or White Swan, Washington. In addition, families must be intrastate migrants. In White Swan, which is not a research site, the family must have a child younger than age 3.
Recruiting Strategies. The WSMC EHS program outreach is comprehensive. EHS staff members post flyers in the community and canvass door-to-door to distribute flyers and leaflets and ask about families' interest and eligibility. They also inform schools and other social service providers in the community about the program and advertise on the Spanish radio station. Program staff reported that most enrolled families came to the program through referrals from other service providers.
Enrollment. The WSMC EHS program is funded to serve 75 families. The program originally planned to serve 131 families, 95 of whom would participate in the national evaluation research (the research excludes families enrolled at one of the programs before the evaluation began). The new program directors scaled back the original plans, in part because of difficulties in recruiting and retaining families (due to research requirements, families' ineligibility for the research because of previous participation in similar programs, and families' itinerant lives). The new program management has also aimed to recruit families that are distributed as equally as possible among the five cities the program serves.
At the time of the site visit, the program had enrolled 96 families, but it had also lost approximately 25 families. Of the 71 remaining families, 53 are research families. Of the 25 families who dropped out of the program, about half are in the research sample. Most of the families who dropped out of the program moved back to Mexico or to another region. The program maintains a waiting list so that a family that drops out can be replaced as soon as possible. In replacing families, the program aims to maintain as even a distribution across sites as possible. The program director believes that this is the most equitable system for both the sites and the program personnel, who are assigned cases according to geography.
Families in the program are principally first-generation Mexican Americans who came to the region to work on farms. Approximately 70 percent speak only Spanish.
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The WSMC EHS program serves six small cities in Yakima County, an approximately 4,000-square-mile agricultural region east of the Cascade mountains populated largely by Mexican and Mexican American migrant and former migrant ("settled out") farmworkers. Yakima County is divided informally into the "Upper" and "Lower" Valley regions. The largest city in Yakima County is Yakima. The program coordinator estimates that at least 60 percent of the residents of Yakima County live below the poverty level. The county unemployment rate is approximately 13 percent during the growing season, and approximately 50 percent of the population receives welfare cash assistance. The county has the largest number of migrant and seasonal farmworkers in the state (accordingly, unemployment rates shift dramatically between the growing and nongrowing seasons). The cities the WSMC EHS program serves are concentrated in the more rural Middle and Lower Valley areas and include Toppenish (population approximately 8,000), Granger (population approximately 2,000), Mabton (population approximately 1,500), Sunnyside (population approximately 12,000), Grandview (population approximately 8,000), and White Swan (population approximately 2,700). Compared with the county as a whole, each of these cities has a disproportionate number of poor, Hispanic, and farmworker residents. National and state surveys of agricultural workers, moreover, have shown farmworkers to be disproportionately poor, young, male, of low education, and highly illiterate. The county has many problems, especially in the cities the WSMC EHS program serves. Adequate housing is increasingly scarce: currently, there is a two-year wait for public housing. Homelessness is perceived to be a growing problem, as is violent crime--there is an increasing presence of youth gangs in the Yakima Valley. In 1994, approximately 10 percent of all children were referred to Child Protective Services. The county teen pregnancy rate is the highest of any county in Washington State. Approximately 18 percent of all births are to women 19 and younger, and 27 percent of all children born either have not received prenatal care or have received late prenatal care. Finally, law enforcement officials view Yakima county as a major illegal drug trafficking area in the country. Scarce housing, homelessness, violent crime, and high teenage pregnancy rates are problems in Yakima County. Many pregnant mothers receive no prenatal care or receive it late in their pregnancy. Although Yakima County has several major social service providers, a lack of child care and public transportation hinders people from accessing services. In other respects, Yakima Valley is a service-rich community. The major community-based social service organizations (in addition to the WSMC) are the Yakima Valley Farmworkers' Clinic (a federally and state-funded clinic), the Opportunity Industrialization Centers (which offer dropout prevention programs and other youth services), and the Enterprise for Progress in the Community organization (also a recipient of Head Start grants). The state DSHS also has a strong presence in the community. The EHS home visitors and case workers described families as frequently expressing confusion about which staff members belong to which social service agency. |
CHILD DEVELOPMENT CORNERSTONE
Home Visits. Child development services include biweekly home visits from home educators and biweekly center-based parent education/group socialization activities. Each EHS family is assigned a regular home educator who visits the parent and child approximately twice a month for about an hour each time. Each home educator has a caseload of approximately 12 families. The home educators are required to have related experience, and they must have a child development associate (CDA) credential or higher degree (A.A. or bachelor's degree) in child development within one year of joining the staff.
| The WSMC EHS program's approach to child development focuses on establishing supportive relationships to foster child growth and development. Trusting and respectful relationships between staff members and families are viewed as the gateway to families' engagement in the program and to enhanced child development. The program also emphasizes the social and verbal context(s) of early development because it believes children thrive in engaged, verbal, and communicative contexts. The importance of talking to children is a recurring theme. The program also emphasizes sensitivity to Mexican American heritage and culture, to families' concerns with acculturation, and to parents' own goals for their children. |
The home educators talked about the initial importance of establishing a schedule with the mother (or primary caregiver)--of making sure that she understands that the home educator will be there when she says she will and that the parent should plan to be home at the time of the scheduled appointment. Home educators also discussed the importance of establishing rapport with the parent to gain her trust and attention, to provide her with social support (someone to talk to), and to bolster her self-esteem and confidence as a person and as a parent. The parent educators focus on visiting the mother and child but include the father and other family members who want to participate.
The home educators (who are all Hispanic) understand Mexican American heritage and culture, which makes it easier to form trusting relationships with the parents. At the same time, the home educators work on familiarizing parents with mainstream American culture, encourage parents to learn English, and appeal to what is perceived to be an ambition of many program participants--for their child to succeed in America. Staff members struggle with balancing respect for Mexican culture and practices and concerns about some of the "old-fashioned" childrearing views and customs program families practice.
Home educators focus on teaching parents about early childhood development. Home educators make parents aware of the importance of their children's first years and of children's sensitivity to their environments during this time. In Mexico, "children should be seen and not heard," and talking to infants often is viewed as ridiculous. The home educators also work to make sure that the parent has realistic expectations about what her baby can and will do and to enhance the parent's sensitivity to her baby's needs and signals. Home educators pay careful attention to each parent's and child's particular situation and needs and tailor their services accordingly. Approximately 70 percent of home visits are conducted exclusively in Spanish.
Initially, the home visitor administers an Ages & Stages Questionnaire to assess the infant's health and development. Next, the home educator completes an individual family service plan (IFSP) based on this assessment, other observations made during the home visit, and parents' input. Then, in accordance with IFSP, the home educator begins to introduce different activities for the parent to do with her baby. Four sets of formal guidelines and curricula guide the home educators' activities: (1) the National Association for the Education of Young Children (NAEYC) standards for early childhood education; (2) the Growing Birth to Three curriculum, which centers on developmental milestones; (3) WestEd's Program for Infant/Toddler Caregivers curriculum, which focuses on enhancing parental responsiveness to infants' cues; and (4) the Small Wonders curriculum, which also centers on developmental milestones.
As services are implemented, the first priority of the home educator is to monitor and enhance early infant development. The Ages & Stages Questionnaires, the home educator's observations, and parents' input are all used frequently both to assess infants' progress on developmental milestones and to help guide home visit activities. For example, if the infant is lagging in motor skills or the parent has identified motor development as an area of concern or interest, the home visitor will introduce activities for promoting motor development. Home visitors provide parents with ideas and activities to implement between visits. Often, other family members, or friends or neighbors, are in the home at the time of the home visit. Home educators frequently involve others in the activities of the visit--both to extend EHS program benefits to others and as a way of keeping the target parent and child focused. All home visits are carefully documented on a Home Visit Form, then logged onto the Child/Family Service Episode Record. Each visit ends with a discussion of what the parent would like to do during the next visit.
Group Child Development Activities. Biweekly 90-minute parent education/group socialization meetings are offered at WSMC early childhood classrooms in each of the five cities the program serves. Program families attend the meeting located closest to them. All family members are invited, and transportation is provided if necessary. Home educators conduct these meetings, which are designed to bring EHS program children together to introduce them to a group setting and to a classroom environment, bring EHS program parents together for networking and social support, and provide parenting education. These meetings generally consist of group recreational activities for the children and presentations to and/or discussions with the parents. Presentation and discussion topics vary according to parents' needs and interests. Parents might hear a presentation about the importance of reading to children, make books with their older children, or make books to read to their infants. About half of the families regularly attend the group meetings. In response to parents' feedback, however, the program is considering moving the group meetings to weekends so that more families can participate.
Child Care Services. The WSMC EHS program does not provide child care directly. The number of EHS children receiving child care is estimated to vary between none and approximately 50 percent, depending on the time of year (time in the growing season). Most of these children are cared for in informal family child care arrangements, the cost of which is subsidized by the state Department of Social and Health Services (DSHS). About 10 percent of these children receive Migrant Head Start services. At the time of the site visit, the WSMC did not have formal procedures for monitoring EHS children's child care situations, although both home visitors and case managers worked with parents on how to select high-quality care for their children.
Child Development Assessments. As noted earlier, home educators assess children's developmental progress frequently to guide home visit activities. They use the Ages & Stages Questionnaires.
Health Services. At the time of the site visit, the WSMC EHS program had just hired a health coordinator. The health coordinator is responsible for assessing children's health, working with families to make sure that children have a medical home, and ensuring that they are up-to-date on immunizations and health and dental care. Children with observable health problems are referred to other service providers, most frequently the Farmworkers' Clinic, a comprehensive medical and dental facility with which the WSMC has a friendly relationship. The state- and federally-funded Farmworkers' Clinic is most likely to be EHS participants' primary health care provider. Children's dental care is a special concern of the health coordinator, because many families who have recently immigrated put their children to bed with a bottle of sugar water, which is a common cause of tooth decay.
Services for Children with Disabilities. The Part C provider in Yakima County is the Yakima Valley Memorial Hospital Child Health Services Program, a Yakima-based program providing medical, dental, mental health, and educational services at its center and in families' homes. This program has interagency agreements with all of the Yakima County school districts and with the WSMC to refer and coordinate services for young children with disabilities. Families who have children with disabilities are overrepresented in the Yakima Valley. Easily detectable and preventable infant and toddler disabilities frequently go undetected until children attend Head Start or public school. With EHS, a substantial increase in early detection of childhood disabilities is likely. At the time of the site visit, four EHS children (seven percent) had suspected or diagnosed disabilities.
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Child care services, especially for infants and toddlers, are perceived to be sorely lacking in the community. Except for Migrant Head Start, which serves infants, toddlers, and preschoolers, the infant and toddler care that exists generally takes the form of informal arrangements and family child care. To address the community's need for child care while respecting the preferences of this population for family child care, the WSMC EHS program had planned to establish a home care training program to teach family child care providers to provide high-quality care. The home care training program was just getting under way when the program leadership changed, and it was delayed. The current program directors intend to implement this training in the future. EHS staff members noted that parent education services are likely to contribute
indirectly to enhancing the quality of child care in the community for both EHS and other
children. EHS parents are likely to care for children other than their own, and neighbors,
friends, older siblings, and other family members who are in the home during the provision
of the parent education curriculum are also likely to provide formal and informal child
care for EHS and other children. EHS staff members noted that parent education services are likely to contribute indirectly to enhancing the quality of child care in the community for both EHS and non-EHS children. EHS parents are likely to care for children other than their own, and neighbors, friends, older siblings, and other family members who are in the home during the provision of the parent education curriculum are also likely to provide formal and informal child care for EHS and non-EHS children. |
Transitions. When children are 2-1/2 years old, the program will initiate a discussion with parents about transitioning out of EHS. Program staff members will review available child care options and help parents arrange visits to different child care and early education/child development programs. Options for 3-year-old EHS graduates will include Migrant Head Start, Head Start, and Early Childhood Education and Assistance Program. EHS staff members will convene meetings between parents and relevant staff members in these programs.
FAMILY DEVELOPMENT CORNERSTONE
Needs Assessment and Service Planning. Family development services are concentrated in biweekly home visits from case managers. Case managers focus on family needs beyond the development of the target child, including housing, clothing, parent education (for example, ESL training), and employment needs. Initially, the case managers work with the families to complete a Family Needs Assessment in which parents identify family resources (such as, food, housing, transportation, a phone, social support) as "adequate," "somewhat adequate," "inadequate," or "not applicable." This needs assessment becomes the basis for the Family Partnership Agreement, a written contract outlining family goals, responsibilities, and timetables for completing goals. This agreement is updated frequently. Case managers refer families to other service providers and programs, usually within the WSMC, as necessary.
Case Management. Each EHS family is assigned a regular case manager who visits the family approximately twice a month for about an hour each time. Each case manager works with approximately half of the families. The case managers are required to have an A.A. degree in a related field or proven comparable experience in working with youth, parents, and school personnel.
| As with the child development cornerstone, the WSMC EHS program's approach to family development revolves around a trusting and respectful relationship between staff members and families, is highly individualized according to the situation of the family and the parents' expressed needs, and involves careful attention to culture and acculturation. |
Case managers spoke of family goal setting as a goal itself. Many families go from crisis to crisis without having strategies in place to deal with them. Thus, as case managers work with families, they try to foster families' abilities to identify goals and anticipate future needs, as well as to nurture families' confidence and skills to accomplish their goals. Case managers spoke of the importance of parents becoming more self-sufficient, even in seeking help and services, and of the difficulty of balancing "doing for" the families with "doing with" them.
Father Involvement. Although staff members work with both fathers and mothers and encourage fathers' participation, the program has not taken additional specific steps to encourage fathers' involvement in program services beyond inviting them to participate in the home visits and group socialization meetings. Staff members described fathers as particularly difficult to engage because traditional Mexican culture views the family and childrearing as women's work. Program staff estimated that fathers participate in approximately one-third of the program's home visits and group activities.
Parent Involvement in the Program. Finally, all EHS parents are invited to attend monthly parent meetings, called "informationals." These meetings also served as the incubator for the parent policy council. The program director runs the policy council meetings, but he is working to serve more as a meeting facilitator, with the parents managing the meetings. These meetings are used to provide parents with information on various topics (including EHS services themselves) and to encourage parent participation in EHS program planning and development. In addition, both the informationals and the policy council meetings have provided times for members of the community to present information on such topics as cardiopulmonary resuscitation (CPR), housing, welfare and immigration reform, and fire safety.
STAFF DEVELOPMENT CORNERSTONE
Training. The WSMC EHS program developed a comprehensive staff training plan that incorporates the WSMC staff development guidelines. At a minimum, home educators and case managers must have completed or be working on CDA certification. Case managers are required to have an associate's degree in a related field or proven comparable experience in working with youth, parents, and school personnel. In addition, staff members regularly attend local and regional trainings and workshops on topics such as family resource coordination, CPR, early childhood health, nutrition, and child maltreatment.
The WSMC will pay or reimburse staff for workshops and courses, including higher education course work (up to $1,200 per year). Shortly before the site visit, the WSMC had sent all EHS staff members except the health coordinator to a three-day conference for the Washington Association for the Education of Young Children (WAEYC). The program directors also inform staff members of relevant training opportunities within the agency and larger community.
The WSMC has developed individualized staff development plans to document staff members' training goals and accomplishments. All employees maintain a personnel file that contains their staff development plans, documentation of each training session they attended, and certification they received. Staff development plans are reviewed annually in meetings between each staff member and a certified career and guidance counselor or the EHS program coordinator.
Supervision and Support. The entire EHS staff meets weekly for approximately two hours for program updating and planning. These meetings provide an opportunity for informal training and social support through sharing of ideas, problems, and solutions. Staff members also conference each family's case quarterly. At the time of the site visit, there was no ongoing field supervision. The program coordinator, however, had recently started to accompany home educators on home visits and to attend group meetings and activities.
Staff Turnover. As discussed earlier, the program experienced major staff turnover in the year prior to the site visit. The program director and coordinator left, one of the home educators resigned and was replaced, and another home educator was added. The EHS coordinator expressed concern that these changes and the gap between program coordinators had hurt staff morale. At the time of the site visit, he was working actively to raise morale, especially by giving staff members more individualized attention and positive feedback. The program coordinator views staff wages and benefits as on par with similar jobs with other service providers in the community.
COMMUNITY BUILDING CORNERSTONE
The WSMC EHS program addresses community development indirectly through the child development, family development, and staff development cornerstones. The EHS program expects to enhance the development of this community's youngest citizens, which eventually will enhance the community as a whole. In addition, as EHS services increase parents' education and self-sufficiency, parents will become more productive citizens, role models, advocates, and community leaders. The EHS director hopes that more Hispanic Americans will assume community leadership positions. The program also expects that the parent education and monthly parent meetings will link EHS parents in new ways and enhance their community. Staff training activities are expected to support staff members as role models and advocates in the community.
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Approximately 70 percent of EHS families are estimated to be eligible for TANF. One-fourth were receiving cash assistance when they enrolled in the program. At the time of the site visit, the Washington State TANF program, called WorkFirst, was about to begin operating (November 1, 1997). The WorkFirst program specifies that after two years of welfare receipt, recipients must participate in work activities. These activities include paid employment, job training, community service, and vocational education training (for up to 12 months). Families also may not receive cash assistance for more than five years over their lifetime. New parents are exempt from Work First for 12 months. By June, 1999, however, this exemption will be cut to 12 weeks. To remain eligible for benefits, unmarried minor parents and unmarried pregnant minor applicants must live in the most appropriate living situation as determined by the DSHS. Minors must be actively working toward a high school diploma or GED. EHS staff members, as well as other community social service providers, were anticipating that welfare reform would result in increases in families' need for child care. Accordingly, they were working on educating families about child care quality. At the time of the site visit, the EHS program was planning to implement a home care training program to enhance the quality of care provided by family child care providers. The program coordinator also expressed concern that the welfare reform requirements will make parents less available for home visits. In response to this concern, program staff members were discussing the possibility of conducting more home visits during evening and weekend hours. In the meantime, EHS staff members described parents as highly aware of changes in the welfare system yet highly confused as to exactly what these changes and their implications are. Many of the parents felt that welfare caseworkers are not helpful and often treat their clients disrespectfully. Staff members expressed concern that the welfare reform requirements are too demanding and that, by forcing poor young parents into dead-end, low-skill jobs, they will prevent these parents from becoming fully self-sufficient. The parents themselves echoed these concerns: one remarked, "They want us to live on a Dairy Queen job." |
Program Collaborations. Currently, the WSMC's sole formal agreement is with the Yakima Valley Memorial Hospital Child Health Services Program (the county Part C provider).
Interagency Collaboration. The WSMC does, however, communicate and collaborate with the other major service providers in the community. The WSMC is part of the Yakima County Interagency Coordinating Council, and WSMC staff members serve on other service providers' boards of directors and committees. In addition, the WSMC periodically joins forces with the state DSHS to offer workshops (such as a conference on child abuse and neglect).
CONTINUOUS IMPROVEMENT AND LOCAL RESEARCH
Early Program Support. The program has consulted both its Technical Assistance Support Center (TASC) partners and training and technical assistance staff from Zero to Three for assistance with family partnership agreements and service integration. The program has also received technical assistance from the state educational service district, which provides training and technical assistance to schools, Head Start, ECEAP, and EHS. In addition, the program has received support from its federal project officer.
Continuous Program Improvement. An independent consultant assists the program with continuous improvement. He views his task as having two parts: (1) evaluating process, and (2) evaluating outcomes. The process evaluation involves checking service and case management records to ensure that services have been delivered and documented. The outcome evaluation will examine the home educators' skills in delivering the parenting education curricula and assess both staff members' and parents' knowledge, including their knowledge of developmental milestones.
Local Research. A team of researchers from the University of Washington's Center for the Study and Teaching of At-Risk Students is serving as the WSMC EHS program's local research partner. Team members' areas of expertise include special education, education of at-risk children and youth, and educational program evaluation. One of the local research data collectors attends the program's weekly staff meeting to facilitate collaboration and coordination among program and research staff.
The local researchers are examining the effects of EHS on early childhood development, especially social and language development, with a particular focus on the role of Mexican American culture in influencing both service effectiveness and child development. They are addressing research questions about the influences of families' culture and acculturation on early child development; the effectiveness of EHS services for this special population; and the interaction between program and family processes, and the influence of this interaction on early child development.
The program director noted that working with the local research team has also informed continuous improvement activities. Specifically, discussions with the local researchers have led program staff members to emphasize early communication skills and verbal interactions in their work with the families.
PROGRAM SUMMARY
The WSMC EHS program provides child and family development services to Mexican American families in biweekly home visits and group activities. At the time of the site visit, the new program leaders were rebuilding staff morale following a period of staff turnover. They also intended to resume planning for a home care training program to improve the quality of care provided by family child care providers.
PROGRAM DIRECTORS
Enrique Garza
Executive Director
WSMC Early Head Start Project
Washington State Migrant Council
301 North 1st Street
Sunnyside, WA 98944
Jose De Leon
Program Coordinator
WSMC Early Head Start Project
320 North Sixth Street
Sunnyside, WA 98944
LOCAL RESEARCHERS
Joseph Stowitschek
University of Washington
College of Education
4725 30th Avenue, NE
Seattle, WA 98195-4021
Eduardo Armijo
University of Washington
College of Education
4725 30th Avenue, NE
Seattle, WA 98195-4021
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