What social service and community group personnel believe about collaboration with the public schools.

Major findings of the study revealed that service agency and community group personnel were motivated by the personal and professional relationships developed by participating in a collaborative, by establishing connections with school personnel, by accomplishing common goals, and by better utilization of time. Results also indicated that they found their personal and professional needs were met in terms of establishing networks of communication between other groups, agencies and schools, breaking down barriers and building trust, and participating as a collaborative in service activities.Public schools have access to most school-aged children, but have few resources available to assist those children who are most at-risk for academic failure. Conversely, social service and community health agencies have the services these children and their families need, but have limited access to the children who need them most. This study reviewed the literature on the plight of at-risk children and reviewed current research on the status of school---service agency---community group collaborations and concluded that while much had been written concerning the benefits to schools in these collaborations, very little existed concerning the perspectives of social and health services providers.It is hoped that this perspective will provide information concerning the motivation and benefits of collaboration for non-school personnel that school leaders might find useful as they consider alternative ways to better meet the needs of families and children by moving beyond the traditional boundaries of their positions.Using case study methodology, this study examined a long-term existing schools---service agencies community groups collaborative from the perspective of the social service providers. Interviews were conducted with six members of the collaborative representing diverse agencies and community groups and observations were conducted during regular meetings of the collaborative. Research questions addressed in this study examined the motivation for participation in a collaborative effort with schools and the extent to which participants felt their professional and personal needs were met as a result of this participation