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Show att rthi'Bti'g-WiitifaiiTriv- &0 Model Cities People Have Chance to Make Voice Heard Who are Model Cities people? They are people like yourself, your neighbor, your grocer, your preacher, your garbage collector, your barber, your mailman, your Model Neighborhood Commissioners. They come in all sizes and shapes. They are old and young, black and white, and many are poor. long time Model Cities people didn't seem to have a voice in the decisions that affected their lives. They didn't speak out in large numbers when they had For a problems. When Model Cities came along, they began to realize that their voice could be heard from even the poorest, most neglected parts of town. Their voices were not militant, or revolutionary. They were simply concerned, and wanted something done to correct some wrongs that their neighborhood was facing. Model Cities gave them a Headstart vehicle to be heard, and to get something done in constructive ways. Model Cities people have not traditionally made any impact on their city government, because they have not known how. The majority of them work in unskilled or jobs. Many of the heads of non-profession- al households did not complete high school. The approximately 45,000 Model Neighborhood residents have usually been left out in the past from positions of power in government. Through Model Cities, however, they can strengthen their place as leaders in the community, raise their status, and have a positive voice in what happens to their city and to their own families. This partnership between Model Cities people and local government officials is a unique opportunity to bring about some needed changes. Model Cities people can make progress together. . . . Then Boundaries Follow Through by Kirk Terry individual student. This is Project Follow Through is an extention or continuation of project Head Start. The project is designed to focus on low income children and their families to help motivate them and build a The program positive explores various ways of working with these low income families to accomplished by the intergration of a teacher assistant and parent volunteers in the classroom where the program takes place. There are five schools in the Central City area and a total of twenty classrooms that employ the Follow Through program. instill "success motivation." an open communication between Webster, Riverside, Jefferson and Washington. There is one class in each school for kindergarten, first, second and third grades. In addition to the individual tutoring a child receives, there are the poor and the all kinds of comprehensive self-imag- e. Follow Through has been in Salt Lake for five years and is a nation-wid- e program. One of the goals is to create non-poo- r. These schools are Sumner, Nationally it is a program of planned variation and the format picked by Salt Lake to follow is services included in the program, such as medical, psychiatric and social services. Like Head Start, one of ''responsive environment." In this method the there is training going on at all times. There is also teacher responds to each childs needs, interests and rate of learning as well as their individual e basis. The style on a children also have an opportunity to make choices and learn about shapes and objects. The teacher is afforded the chance by program concepts, to spend more time with each higher education training one-to-on- available. Educational games may be checked out to be used at home. A national evaluation will help determine which method works best in dealing with these children as other areas of the country are using different models of the program to engineer developments. Model Neighborhood him& |