This document provides information on the types of activities supported and the categories or characteristics of individuals served under the provisions of the Omnibus Budget Reconciliation Act of 1981, Public Law 97-35, Subtitle C - Block Grants for Social Services, which amends Title XX of the Social Security Act. The Arizona Department of Economic Security under the statutory provisions of the law administers the Arizona Social Services Block Grant Plan. The program period covered corresponds to the State Fiscal Year, which begins on July 1, and ends June 30. State Fiscal Year overlaps portions of previous Federal Fiscal Year, which runs from October 1 through September 30.

An update to the Flagstaff Regional Plan 2030 (FRP30), to bring its Road Network Illustration (Map 25) into compliance with Arizona Revised Statute requirements and to resolve inconsistencies between Map 25 and parts of the Flagstaff City Code. This update does not alter the intent of FRP30; it is only concerned with correcting errors, removing legal vulnerability, and improving the readability of FRP30.

While the economic environment in Arizona has gradually improved, vulnerable individuals and families rely on the Department for life-saving protective services and essential economic support. The Department has made important improvements in how we deliver benefits, goods and services to vulnerable individuals and families. The Plan outlines several of these on-going improvement efforts including cost-saving process improvements, expanded community collaborations, enhanced transparency and increased accountability.

The Arizona Workforce Connection is a statewide system committed to coordinating a comprehensive approach to workforce development. It incorporates the state’s economic development goals and strategies using federal, state, and local resources. The AWC consists of the Governor’s Council on Workforce Policy, 14 Local Workforce Investment Areas along with their respective Local Workforce Investment Boards, comprehensive One-Stop centers, satellite offices, and an array of workforce partners. This report describes how WIA Title IB services are provided in Arizona, highlights local and state accomplishments, and concludes with performance results.

In 1993, Family Support Legislation was passed that defined a family support program for people with developmental disabilities and their families, subject to funding appropriations. This legislation was a result of collaboration with families, advocacy organizations, providers of services, and the Division of Developmental Disabilities in recognition of the significance of family support as a national initiative. While there is no appropriated funding for a family support program in Arizona, the Division integrates the philosophy of the legislation into its activities as indicated in its Credo and Values. This Annual Report highlights initiatives and systems successfully implemented, and describes the ways in which individuals and families are supported through the Division and its many collaborators.

Report of Arizona’s economic security needs and resources; the use, training, and placement of manpower; and recommendations for the forthcoming fiscal year for the state’s development of relevant programs. Also included in the report is a status report and an evaluation of the children and family services training program. This report provides an overview of the Department’s achievements in meeting the needs of Arizonans and highlights the Department’s actions to enhance the safety and self-sufficiency of vulnerable individuals in our state by streamlining both service delivery and administrative functions. The Department is committed to continue to build on its successes and to achieve our mission to promote the safety, well-being, and self-sufficiency of Arizona’s children, adults, and families.

Based on the premise that school reform efforts must consider the needs of at-risk children, this paper discusses parallel reform efforts that focus on community service. The first part discusses logical linkages between community service and "at-risk" education and describes how Arizona is attempting to formalize these linkages within the state context of school reform. The Serve-America program, which arose from passage of the National and Community Service Act of 1990, allocates funds to states for school-based community-service programs in grades K-12. Through formalized school-community agency and youth organization/community agency partnerships, Arizona's Serve-America project is designed to: (1) encourage school-age and out-of-school youth to volunteer their services for the benefit of others in their communities; (2) increase the number of adult volunteers in Arizona's schools; (3) provide productive, meaningful experiences for participants; and (4) emphasize coordination of community agencies to avoid duplication and maximize utilization of local resources. Together, Arizona's Serve-America programs have involved over 3,300 youth and adult volunteers who provided over 11,500 hours of community service in the ares of education, community improvement, human services, public safety, and conservation. Participants reported positive changes in their attitudes and behaviors as a result of their community service and service learning participation.

Phoenix Early Head Start (EHS) is a program for first-time teen parents and their families. It is a family-centered program intended to provide early, continuous, intensive, and comprehensive child development and family support services for vulnerable families and their very young children. This report presents case studies of 12 families, all EHS participants, who agreed to be followed throughout their participation in the program so that their stories could be updated as they unfolded from one year to the next. The case study families were interviewed for the first time in August 1997 and again in August 1998. Common themes in the family's stories regarding EHS's role include: (1) assistance from caring staff; (2) reassurance from home visits and child development; (3) help in becoming good parents; (4) help with personal goals; (5) help with daily life; and (6) socialization opportunities for children and parents.

During 1993-94, the Morrison Institute for Public Policy at Arizona State University conducted a study on behalf of the Arizona Department of Education. This document presents findings of that study, which examined linkages between health services and schools for a comprehensive service delivery to students. Following the introduction, chapter 1 provides a national overview on children's health and the public schools, presenting national and legislative initiatives and a framework for linking health services and schools. Chapter 2 reviews what is known about the major issues in child health in Arizona and its schools, synthesizing health data from several sources.

Survey results from 531 Arizona school principals about school-based/school-linked health and social services are also analyzed. A discussion of the Arizona perspective follows in chapter 3, which examines the philosophy guiding state initiatives, key players, the processes that support school-based/school-linked health services, and a sample of current state activities. The fourth chapter provides a view of how some Arizona schools are attempting to address these issues through the provision of student health services at or near school sites. The last chapter reviews action necessary to facilitate linkages between schools and health services, and the status of Arizona efforts. It concludes with some considerations for the future. A conclusion is that the state is making significant progress toward promoting and, in some schools, implementing such services. Eight tables and seven figures are included.