THE FORD FOUNDATION PROJECT IN PHILADELPHIA (THE GREAT CITIES SCHOOL IMPROVEMENT PROGRAM) IS BASED ON THE BELIEF THAT CHANGES CAN BE MADE IN THE ASPIRATION, ACHIEVEMENT, AND ADJUSTMENT PATTERNS WHICH YOUTH TEND TO FOLLOW UNDER CONDITIONS OF CULTURAL DEPRIVATION. ATTITUDES AND PRACTICES PREVAILING IN THE HOME AND COMMUNITY DIRECTLY AFFECT THE READINESS OF BOYS AND GIRLS FOR LEARNING AND THE QUALITY OF THEIR PERFORMANCE IN SCHOOL. TO THIS END THE SPECIFIC RESPONSIBILITIES OF THE VARIOUS MEMBERS OF THE SCHOOL-COMMUNITY COORDINATING TEAM ARE STATED--(1) THE SCHOOL COUNSELOR IS RESPONSIBLE FOR THE EFFECTIVENESS AND IMPLEMENTATION OF THE COUNSELING PROGRAM. HE IS TO SEE THAT ALL AFFECTED PERSONS, (TEACHERS, PARENTS, AND OTHER PERSONNEL) UNDERSTAND ITS PROCEDURES AND OBJECTIVES, (2) THE LANGUAGE ARTS CONSULTANT IS CONCERNED WITH CURRICULUM PLANNING AND MATERIALS, TEACHER TRAINING, LANGUAGE LABORATORY DIRECTION, AND COORDINATING ACTIVITIES, (3) THE PUERTO RICAN COMMUNITY COORDINATOR ENDEAVORS TO DRAW THE PUERTO RICAN COMMUNITY INTO A SELF-IMPROVEMENT PROGRAM AS IT RELATES TO SCHOOL IMPROVEMENT, (4) THE SCHOOL NURSE SHOULD ENDEAVOR TO PROMOTE GOOD HEALTH PRACTICES WITHIN THE SCHOOL AND THE COMMUNITY BY PROVIDING BOTH HEALTH CARE AND EDUCATION. SHE SHOULD ALSO BE AWARE OF OTHER HEALTH PROGRAMS AVAILABLE WITHIN THE COMMUNITY AND ENCOURAGE THEIR UTILIZATION, (5) THE LANGUAGE-LABORATORY TEACHER WORKS WITH CHILDREN, TEACHERS, AND PARENTS TO IMPROVE COMMUNICATION SKILLS THROUGHOUT THE COMMUNITY, AND (6) THE SCHOOL-COMMUNITY COORDINATOR WORKS IN A NUMBER OF DIVERSIFIED ACTIVITIES DIRECTED AT THE IMPROVEMENT OF EACH PUPIL'S OUT-OF-SCHOOL LIFE.