SUMMARY OF WORK OF TASK FORCE FOR EVALUATION OF TERRIFIC KID PROGRAM
June 1996
Black Mountain, N.C.
SUMMARY OF WORK OF TASK FORCE FOR EVALUATION OF TERRIFIC KIDS PROGRAM
June 12, 1996
I. ORIGINAL MISSION STATEMENT
The Terrific Kids Task Force has the responsibility of reviewing the Terrific Kids
Program within the schools of Buncombe county and Kiwanis Division 2. It will make
recommendations for enhancing the program, and report these ideas to the local club,
who will share them regionally and internationally.
II. MEMBERS OF THE TASK FORCE
This Task Force was appointed by the Kiwanis Club of Black Mountain-Swannanoa because
of reports that parents were concerned about some negative aspects of the Terrific
Kid program.
The Task Force was comprised of Dean Dusthimer, Dan Reilly and Morris Warren representing
Kiwanis; Beverly Lenk and Barbara Lewis representing school administrators (Ms. Lewis
did not attend); Karen Bartlett, Suzanne Mac Lean, John Barbour, Judy Eubanks and Sheila Showers representing teachers; and Kathy Davis, Emily Blanchard-Reid, Bette
Bates, Kent Patton and John Gibson representing parents.
III. MEETINGS OF THE TASK FORCE
Meetings of the full task force were held on January 30, February 27, March 27, April
23, May 28, June 6 and June 12. Meetings of various members of the Task Force to
read surveys were held on April 30, May 7, May 14 and May 21.
IV. SUMMARY OF THE WORK OF THE TASK FORCE
A. The Task Force designed questionnaires to solicit evaluation of the program from
teachers, parents, principals and 9th graders throughout the schools in our area
which have been using the Terrific Kids program. (SEE EXAMPLE OF PARENT QUESTIONNAIRE
IN EXHIBIT A). A system of distribution was devised to obtain a random sample. Kiwanis
members took responsibility for delivery and pick up of the surveys from the different
schools. (SEE LIST OF SCHOOLS IN EXHIBIT B).
B. David Blanchard-Reid who does grant writing and evaluation for MAHEC was invited
to address the group on March 27. David presented "Ideas for Terrific Kid Program
Survey Analysis" and discussed with the group different ways in which the task of
analysis of survey returns could be accomplished.
C. On April 23rd, Task Force member Suzanne Mac Lean presented a design for a new
program called Kind Caring Kids based on Character Education. This was offered as
an alternative program to give schools another program from which to choose, should
Kiwanis choose to endorse this one. (SEE COPY OF THIS PROGRAM IN EXHIBIT C).
D. Approximately 500 surveys were returned from teachers, principals, 9th graders
and parents. Task Force members met in small groups several evenings to read and
code the surveys. Task Force members realized after a cursory examination of the
surveys that there was no truly scientific way to tabulate the results of this survey, given
the questionnaire which was used.
The expectation from a coding of the questionnaires was to get a rough count of how
many parents/teachers, etc. had positive, negative or neutral opinions of the program;
to get a qualitative feel for the types of responses; and to collect information
about ways the program could be improved. A coding system was agreed upon and used which
permitted a broad evaluation of each answer (plus, minus, check). If a comment
was favorable, a plus was noted. If a comment was unfavorable, a minus was noted.
If the comment was mixed or had reservations, a check was noted.
E. It was found that the only information which could be coded with any degree of
clarity was questions 2 and 3 on the parent questionnaire. ("What has been the effect
of the program on your children?" and "What is your opinion of the program?") The
following were the results of the tabulation:
Question 2: "What has been the effect of the program on your children?"
Rating of Plus........246.......66% (favorable)
Rating of Minus........57.......15% (unfavorable)
Rating of Check........67.......18% (had reservations)
Question 3: "What is your opinion of the program?"
Rating of Plus........224.......58% (favorable)
Rating of Minus........59.......15% (unfavorable)
Rating of Check.......101.......26% (had reservations)
Task Force members were moved by the intensity of some of the responses, whether positive
or negative. Parents were very clear and verbal about their feelings. (SEE EXAMPLES
OF PARENT RESPONSES IN EXHIBIT D). The complete file of surveys which were returned will be turned over to Kiwanis.
F. Task Force members found it difficult to code the responses of principals and teachers,
but read them thoughtfully and discussed some of them. The responses of the 9th graders
were likewise read and discussed.
G. On May 28, June 6 and June 12, Task Force members gathered to
decide what findings and suggestions or recommendations we will report to the Kiwanis
Club
. All members participating had read a large number of the surveys. Discussion was
prolonged and lively.
CONSENSUS
Three areas of clear consensus emerged among the Task Force members:
-
Communication is a very weak area of the program:
communication between Kiwanis and schools; between schools and parents; from
administrators to teachers; and from teachers to students.
-
There are major internal inconsistencies in the way the program is being carried
out in the schools. Teachers are not evaluating students with consistent criteria
within a school, and from school to school there are significant differences
in the way the program is understood and administered.
Kiwanis members cited Youth Services Bulletin #32 which outlined four Terrific Kid
Rules; The Method; and How It Works. Schools do not seem to be following these guidelines.
The suggestion was made that Kiwanis International produce an attractive leaflet
about the program to be sent to parents in participating schools.
Kiwanis Youth Services Bulletin #32 also stated "the chosen goal is an attainable
improvement..." and "All students in kindergarten and special education should be
a Terrific Kid at some point during the year... a minimum of 80 percent of the other
students should receive the distinction." Many schools do not seem to be following these
guidelines. The suggestion was made that Kiwanis International find a way to monitor
the schools participating in the program on a yearly basis to make sure they are
following the standards Kiwanis has set forth.
Task Force members noted from the surveys that there are no uniform standards of implementing
the program so that all children have a fair chance of receiving the award. There
is great diversity in how the program is administered from school to school, and by teachers within the same school. Different schools have different quotas as to
how many children get the Terrific Kid award. The standards for the award are not
clear to teachers, parents or to children in most cases. All members agreed from reading the letters that some children are clearly being hurt
by the program as it presently stands.
-
It seems to the Task Force that the major finding and
value of our study is that it shows an opinion
among parents and teachers of all school surveyed that the Terrific Kid program
contains a negative element not foreseen by its originators or by the Kiwanis
clubs and schools which have adopted it.
This program was designed to help children's self-esteem
and educational advancement. It does that admirably for
most of those children who are honored as Terrific Kids.
However, for children not receiving this honor, it often
has a hurtful effect. They perceive themselves as not terrific. This adverse effect
of the Terrific Kid program needs to be recognized and addressed.
BEYOND CONSENSUS
The following are the areas in which there was not consensus among Task Force members.
These are the points of view and suggestions offered by various members of the Task
Force.
1. Problems around the term "Terrific" were raised by certain Task Force members.
Some find that this term cannot be strictly defined and perhaps invites misunderstanding.
Other Task Force members find the term "Terrific" connotes a child's personality
or persona rather than the child's achievement. In this case, it is potentially devastating
to a child to feel himself not "Terrific," and can negatively affect a child's self-esteem.
Some members feel that the name "Terrific" is appropriate for the program, because the words in the acrostic "Terrific" describe the qualities that children
are working toward.
2. Some Task Force members feel that teachers should work with each child individually
to set realistic goals, the achievement of which would make the child a Terrific
Kid. This would clarify for a child why they do or do not receive the award.
3. Some Task Force members feel that 100% of the class should receive Terrific Kid.
This does not answer, however, the problem of receiving the award later rather than
earlier in the year, which seems to have a negative impact on some children. Some
Task Force members feel that as long as most children earn it, the order is not relevant.
4. Task Force members pointed out that two of the TK Rules in Bulletin #32 are "to
be on time" and "practice good attendance." These two areas are generally out of
the hands of children and in the parental domain.
5. Some members of the Task Force feel that students in K-2nd are too young to have
a clear comprehension of why they do or do not receive the award. It was suggested
that the program may not be appropriate for these grades, or that TK needs to be
awarded 100% in these grades. The possibility was put forth that the Terrific Kid program
as it is administered by each school should be started in the 3rd grade. Others
feel it is appropriate for all grade levels.
6. There are strong feelings on the Task Force concerning children being hurt by the
program. Some raised the question as to whether some children gaining in self-esteem
warrants other children being hurt. Others feel that experiencing hurt as a result
of their choices is part of the life learning process.
7. Some members expressed concern that the children who receive the Terrific Kid award
are the very children who are always rewarded, and that those who need support can
not earn the award as the program is presently being carried out. Some members expressed concern "for the children who consistently did not get the award and the message
we are sending to them." On the other hand, some felt that the program motivates
and encourages good choices and attitudes.
8. There are strong differences of philosophy and outlook on the Task Force concerning
the concept of the Terrific Kid program. Some members feel that there is great value
and motivation for children in striving to earn Terrific Kid, provided the goals
and reasons for the award are clear. This group feels that the award should definitely
be earned. Other members are opposed to a competitive approach and feel that this
undermines some children. Some feel that earning an award is not motivation to most
children.
9. Some members of the Task Force feel that every child should be recognized during
the school year for who they are, apart from achievement, and these members support
an alternative program called Kind Caring Kids. (A COPY OF THIS PROGRAM IS INCLUDED
AS EXHIBIT C). Others feel that, with the communication problems resolved and with some
revisions, the current Terrific Kid program would be satisfactory, if properly administered.
10. Some Task Force members who are also parents raised the question of whether being
inTerrific Kid might be optional for children whose parents are uncomfortable with
the program. Others felt that this should not be an option because it takes away
from the validity of the program.
11. Some members of the group feel that the Terrific Kid bumper stickers as currently
used are inappropriate. Others feel that they are appropriate.
12. It was suggested by some that the Terrific Kid program be suspended for a year
to allow time to thoughtfully and unhurriedly consider a new or revised program.
It was also suggested by other members that the Terrific Kid program not be suspended,
but begin with better communication and consider some revisions to the program.
SOME SUGGESTED OPTIONS
The Task Force offers the following suggestions for options which could be explored,
with the understanding that clearer communication and consistent implementation are essential in all of them.
All members of the Task Force feel that it would be beneficial, in all programs, if
whatever Certificate is awarded would contain a statement as to why the child received
it.
The Task Force acknowledges that the choice of a program is always up to the school.
It is recommended that teachers be involved in the selection of any given program
a school decides to use.
A. The Traditional Terrific Kids Program
: This program would use the guidelines set out by Kiwanis: the four Rules and the
Kiwanis criteria for how many children should become Terrific Kid (100% of Kindergarten
and Special Education students, and a minimum of 80% in all other classrooms). It
is suggested that teachers work with every child individually to set realistic goals,
the achievement of which would make that child a Terrific Kid. Those who favor this
program believe that there is great value and motivation for children in striving
to earn the award, provided the goals and reasons for the award are clear.
B. A Revised Terrific Kids Program:
This program would award Terrific Kid to all children in a class (100%) during the
year. Teachers would meet with each child (and possibly the child's parent), and
together they would choose a goal or goals toward which the child will work in order
to achieve Terrific Kid. Only the children who receive the award would go to the award
ceremony, rather than the whole school. The reason for the award will be written
on the Certificates they receive.
C. Supporting Kind Caring Kids:
This program recognizes every child during the school year for being who they are,
apart from achievement. The focus of this program is Character Education which is
taught to each student by teachers and peers through modeling and reinforcement.
This program could be adopted by schools as an alternative, sponsored by Kiwanis should they
endorse it. (SEE EXHIBIT C).
D. A Combination of the Traditional Terrific Kid Program and Kind Caring Kids:
In this exploratory compromise, Kind Caring Kids would be used in K, 1st and 2nd
grades. In this program, appropriate character traits would be modeled during the
early grades, providing experience in character development, and preparing the way
for Terrific Kid in the traditional form which would begin in the 3rd grade.
.
TERRIFIC KID TASK FORCE REPORT
EXHIBIT A
SAMPLE OF
QUESTIONNAIRES
SURVEY LETTER TO PARENTS GRADE_____
To Parents who have children in schools where there is a Terrific Kid Program:
There is a Task Force reviewing the Kiwanis Terrific Kid Program within the schools
in Buncombe County and Kiwanis Division 2. We are currently collecting information.
Would you be kind enough to assist us by anonymously
answering the questions below as accurately as you can? Thank you for your help toward
making this a successful program for children. Please return this survey to your child's teacher by April 5th. Thank you.
1. How did you learn about the Terrific Kid Program in the schools and what is your
understanding of it?
2. What has been the effect of the program on your children? Please be specific.
3. What is your opinion of the program? Please give reasons.
February 28, 1996
SURVEY LETTER TO TEACHERS GRADE____
To Teachers who are or have been participants in a Terrific Kid Program:
There is a Task Force reviewing the Kiwanis Terrific Kid Program within the schools
in Buncombe County and Kiwanis Division 2. We are currently collecting information.
Would you be kind enough to assist us by anonymously
answering the questions below as accurately as you can? Thank you for your help toward
making this a successful program for children. Surveys will also be sent home to
the parents in your class. Please return all surveys in the manila envelope provided by April 5th
. Kiwanis will pick these up from the school principal.
1. As a teacher, what is your understanding of the purpose of the Terrific Kid Program?
2. How and how often do you communicate the meaning and expectations of the Terrific
Kid Program to the students in your class?
(please turn over)
3. How and how often do you communicate the meaning and expectations of the Terrific
Kid Program to the parents of your students?
4. How do you go about determining who in your room will be a Terrific Kid?
5. What is your opinion of the program? Please give your reasons.
February 28, 1996
SURVEY LETTER FOR 9TH GRADERS
To Students who have been in a Terrific Kid Program in Elementary School:
There is a Task Force reviewing the Kiwanis Terrific Kid Program within the schools
in Buncombe County and Kiwanis Division 2. We are currently collecting information.
Would you be kind enough to assist us by anonymously
answering the questions below as accurately as you can? Thank you for your help toward
making this a successful program in the schools. Please return this form to your
teacher by April 5th.
Thank you.
1. What did the Terrific Kid Program mean to you?
2. Have you ever been Terrific Kid?
3. What is your opinion of this program? Please give reasons.
February 28, 1996
Dear Principal:
There is a Task Force reviewing the Kiwanis Terrific Kid Program within the schools
of Buncombe County and Kiwanis Division 2. We are currently collecting information
by anonymously
surveying principals, teachers and parents at grades one, three and five in all schools
with the Terrific Kid Program. Will you be kind enough to assist us with this?
On the reverse side of this letter are some questions to you as the school administrator.
We would appreciate your filling this out and returning it to us along with all of
the surveys. Also enclosed are manila envelopes for school teachers at grades one,
three and five. Each of these envelopes includes a teacher survey and thirty parent
surveys for that class. These are to be distributed, filled out and recollected in
the classroom in the same manila envelope. We request that all material be returned to us in the box in which you have received
this material by April 5th.
Your local Kiwanis representative will come by to pick up all materials on that date.
Thank you for your help in administering these surveys, and in helping us make this
a successful program for children.
Sincerely,
Dan Reilly, Kiwanis Representative for the
Terrific Kid Task Force
(704) 669-8797
SURVEY FOR PRINCIPALS
1. Please advise us as to how you administer the Terrific Kid Program in your school.
2. What is your opinion of the program? Please state reasons.
TERRIFIC KID TASK FORCE REPORT
EXHIBIT B
LIST OF TERRIFIC KID SCHOOLS
KIWANIS SPONSORED TERRIFIC KIDS SCHOOLS
Black Mountain - Swannanoa 4
Forest City 7
Golden K Hendersonville 1
Hendersonville 8
Rutherfordton 2
Total 22
TERRIFIC KID TASK FORCE REPORT
EXHIBIT C
KIND CARING KIDS PROGRAM
KIND CARING KIDS
a new program to support
CHARACTER EDUCATION
designed for primary and
elementary schools
by
Suzanne Mac Lean
National Certified School Counselor
Licensed Professional Counselor
Counselor at Black Mountain Primary School
Black Mountain, North Carolina
KIND
CARING KIDS
a new program to support Character Education
designed for primary and elementary schools
MAIN FEATURES OF THIS PROGRAM
1. KIND CARING KIDS focuses on teaching, supporting and reenforcing Character Education.
It is based on the philosophy that every child can be kind and caring at heart, and
only needs encouragement to further develop these qualities. It acknowledges children individually, and provides modeling and teaching of character.
2. KIND CARING KIDS has as its objective
cooperation
and working as a group, rather than any kind of
competition
. There is nothing to earn; there is no focus on academics.
3. KIND CARING KIDS is an
inclusive
program. It recognizes every child in the school individually throughout the year,
and offers each child the opportunity to develop his/her kind and caring self.
4. KIND CARING KIDS asks teachers to look for and acknowledge the good in every child,
concrete actions kids take which express their good character. It asks teachers to
"catch kids being good."
5. KIND CARING KIDS activates the whole school to work together in teaching and reenforcing
the character traits which are the desired objectives. Children are publicly acknowledged
at assemblies in school to which family, friends and community leaders are invited. Community and school work together for the benefit of the children.
KIND CARING KIDS
a new program to support Character Education
designed for primary and elementary schools
by Suzanne Mac Lean
WAYS IN WHICH KIWANIS COULD JOIN
SCHOOLS IN PILOTING THIS PROGRAM:
1. Black Mountain-Swannanoa Kiwanis is invited to be the sponsor of the new Kind Caring
Kids program. Sponsorship might parallel the kind of involvement Kiwanis has with
the Terrific Kid programs throughout the schools.
2. Kiwanis would provide the school with Koala bear puppets, the symbol of the program,
which could be called
KIWANA BEARS
. These bears could have a "K" on them for "kind" and for "Kiwanis" and could even
have the Kiwanis logo on them. This would highlight the Kiwanis involvement with
the program.
3. Kiwanis could assist by providing the Certificates which are awarded to each child,
as well as badges or other tangible symbols of the Kind Caring Kid which may be decided
upon.
4. Kiwanis could assist at the public assemblies by inviting prominent citizens of
the community to be present as role models for the children who are receiving the
KIND CARING KID certificates.
KIND CARING KIDS
HOME OF THE KIND KOALA
(symbol of Kind Caring Kids)
A new program to support Character Education
designed for primary and elementary schools
by Suzanne Mac Lean
We who work with children know the power of positive acknowledgement. When you give
a small child a hug and tell him how well he is doing, he will turn himself upside
down to perform even better. Children everywhere need to feel as though they belong
and to know that they are seen, heard and positively acknowledged. Positive acknowledgement
is one of our strongest teaching tools. When children don't get our attention through
positive acknowledgement, they often seek it through negative acknowledgement.
Children also need to know our expectations for them, not just for intellectual achievement,
but for their behavior and personal development as well. A successful democratic
society teaches
its children to have a clear sense of respect for others, to work cooperatively,
and to participate actively, each using his or her own unique gifts. To strengthen
these and other important values in our children, Buncombe County Schools is adopting
ways to teach Character Education to inspire positive character development.
The following new program called KIND CARING KIDS offers a definite structure through
which every individual child is publicly acknowledged once a year in his/her own
classroom and throughout the school. A premise of this program is that strong positive
acknowledgement leads to strong character, the heart of leadership and good citizenship.
Every child, no matter what his/her academic standing, has the potential to be a kind
and caring member of our community, if we show the way.
KIND CARING KIDS gives children a chance to shine, stretch and grow by placing the
spotlight on each individual child for a week, and during that time offering them
the learning which comes from both privileges and responsibilities.
STRUCTURE OF THE KIND CARING KIDS PROGRAM
HOW DOES A STUDENT BECOME A KIND CARING KID?
Every child will be a KIND CARING KID sometime during the year. Each classroom selects
one KIND CARING KID each week. This is each child's opportunity to shine, learn and
be acknowledged.
Selection of the KIND CARING KID is done at random, by drawing names out of a hat
on Thursday afternoons. The very first KIND CARING KID of the year is selected by
the teacher, and subsequently, the previous KIND CARING KID selects the new one,
also drawing a name out of a hat. Teachers remove from the hat the names of children who have
already received the honor.
The philosophy behind using random selection is that every child can be kind and caring
at heart, and has the potential to further develop these character traits during
his/her tenure as the KIND CARING KID.
The title is kept for one week . In accepting the title of KIND CARING KID for the
week, the new title holder reads the KIND CARING KID Pledge aloud to his/her class,
and agrees to uphold the Pledge. Teachers can assist younger students by having them
recite it after them. The Pledge outlines the expectations for a KIND CARING KID.
KIND CARING KID PLEDGE
I PROMISE TO DO MY BEST TO BE A KIND AND CARING PERSON.
KIND CARING KIDS DO NOT HARM OTHERS OR THEIR PROPERTY,
AND ARE RESPECTFUL TO ALL. KIND CARING KIDS HAVE THE
COURAGE TO BE HONEST AND TREAT EVERYONE WITH FAIRNESS.
I WILL BE RESPONSIBLE FOR WHAT I DO. I AM A GOOD CITIZEN
OF MY SCHOOL AND OF MY COMMUNITY. I AM A KIND CARING
KID!!!
Teachers can reenforce the character traits Buncombe County is emphasizing by talking
with students about the meaning of the Pledge, and by pointing out instances when
students are demonstrating positive character traits throughout the school day.
HOW ARE KIND CARING KIDS ACKNOWLEDGED AS SPECIAL WITHIN THEIR CLASSROOM?
Each classroom has a KIND CARING KID Bulletin Board, similar to what some classrooms
presently call V.I.P. Each week this Bulletin Board features the KIND CARING KID
for that week. Since selection is made on Thursday, the new KIND CARING KID brings
in materials on Friday, and the new display is prepared by the
child, the teacher, and classmates all working together on Friday and/or Monday. Pictures,
biographical material, items which especially identify this person (a baseball hat,
a necklace, etc.) can all be part of the display. The Bulletin Board celebrates this child in his classroom, and lets the whole class know that this person is being
highlighted this week.
There are many ways teachers can honor the KIND CARING KID of the week within the
classroom, including privileges and responsibilities which spotlight this child.
Examples are being the door holder, being the message bearer, leading the line, being
first to do cleaning up, assisting other children, assisting the teacher, and calling the
teacher's attention to kindness and caring during his/her tenure. Individual teachers
also devise their own additions to the list.
During each child's tenure as KIND CARING KID, teachers are looking for positive ways
to acknowledge and encourage this child. Teachers keep a log of anecdotes about the
positive behaviors and expressions of kindness and caring of the KIND CARING KID
during each one's tenure. The best of these are read at the KIND CARING KIDS assemblies
throughout the year, and appear on the Certificate which the child receives. At this
public recognition of the children, parents hear the kind acts their children have
performed, which further encourages the children to continue with kind caring behavior.
Teachers who are doing Classroom Meetings within their rooms can utilize the KIND
CARING KID as the meeting leader and as the person who leads the compliments at the
beginning or end of meeting.
WHAT SPECIAL ACTIVITIES DO KIND CARING KIDS ENJOY?
1. Each room has a stuffed Koala Bear puppet, the Kind Koala. It has a K on it for Kind Caring Kids. During his/her week, the KIND CARING KID
is the keeper of this bear, and can guard it on his/her desk, and play with it during
playtime. The Kind Koala symbolizes kind and caring acts for the class throughout the year.
2. KIND CARING KIDS have the privilege of inviting a parent or special friend to lunch
with them during their week as KIND CARING KID. The arrival of this guest can be
announced over the intercom.
3. KIND CARING KIDS wear a large "K" Badge during their tenure so that everyone throughout
the school knows who they are. Teachers and students congratulate them throughout
the week.
HOW DOES THE SCHOOL AS A WHOLE ACKNOWLEDGE THE KIND CARING KIDS?
1. KIND CARING KIDS for the week have their name announced over the intercom on Monday
mornings to the whole school.
2. In the main hallway of the school, a permanent KIND CARING KID Bulletin Board is
created, with a space for each classroom. The Bulletin Board is decorated with Kind Koalas, the motif of the program. Each week the new KIND CARING KIDS find the slot for their
classroom, and insert their name and a picture of themselves. There is also room
for a few short biographical sentences about that person which can be something about
their family and interests, or a statement about what kind and caring means. Teachers
can help younger children with this task. Children throughout the school have the
fun of reading the Bulletin Board to see who the KIND CARING KID is each week.
HOW ARE KIND CARING KIDS ACKNOWLEDGED BY THE COMMUNITY?
Four times a year, the KIND CARING KIDS for that quarter are honored publicly at an
assembly within the school. There is an assembly for each grade level. They are celebrated for being themselves, and for being what they indeed will become:
KIND CARING KIDS.
Parents and friends are invited, and as part of the ceremony, the Pledge of being
a KIND CARING KID is again read by all of the children, reenforcing the desired character
traits. Children receive a Certificate honoring them for being a KIND CARING KID
on which is written an anecdote about how they expressed their kindness and caring during
their tenure. These are read aloud for parents and friends to hear.
Prominent members of the community who can serve as role models for the children
are invited guests at some of these gatherings, and give a brief acknowledgement
of the children.
TERRIFIC KID TASK FORCE REPORT
EXHIBIT D
EXAMPLES OF PARENT RESPONSES
TO QUESTIONNAIRE