Florida Department of Education K-12 Schools Bureau of Federal Educational Programs Florida Migrant Education Program

Transcription

1 Florida Department of Education K-12 Schools Bureau of Federal Educational Programs Florida Migrant Education Program Annual Self-Evaluation Report Program Year Overview of the Self-Evaluation Report The purpose of this report is to organize and collect program implementation and outcome results from individual grantees within the Florida Migrant Education Program. These results will be used to examine implementation and outcomes, including successes and challenges, in order to highlight successful services as a model for other districts, and to provide technical assistance for programs or districts that are struggling. This information will also be used as part of the OME-required statelevel evaluation and during monitoring visits. Instructions: Complete the annual self-evaluation report by responding to the prompts. Only answer in white areas or cells; do not type in shaded cells. This report format allows districts to report on two years of results to show changes over time. Section-specific directions are provided at the beginning of each section. Some of the tables include automatic calculations to determine changes, progress, or proportions consistently. These auto-calculations can only be performed when two data points are provided. Until adequate data are entered, the result cell will be shaded in yellow and contain the error message "insufficient data." Once data are entered, the actual result will display and the cell shading will revert back to white. In such cells, districts may only enter whole numbers (no text) in order for calculations to work. Carol Gagliano, Program Director Florida Migrant Education Program (850) Direct Line carol.gagliano@fldoe.org This report was created by Allegheny Intermediate Unit for the. Allegheny Intermediate Unit retains copyright of this format. Unauthorized use is prohibited. Revised 12/2013

2 Florida Migrant Education Program Annual Self-Evaluation Report Program Year Please provide the following information about the program's management. Part 1: Program Information District/Grantee Name: Collier County Public Schools (CCPS) Program Director Name: Dr. Maria Torres Program Director Program Director Phone: Program Director Fax: All program information contained in this report is accurate as of this date: 2/29/2016 Name the individual or team primarily responsible for local program evaluation. Dr. Courtney Zmach Please refer to the Instructional Guidebook for assistance in completing all sections of this report. Please do not forget to complete all Program Implementation, Student Activities, and Student Outcomes Reports. Program Information Revised 12/2013

3 Part 2a: Program Implementation - MEP Staff Development 50 Rows Added Please complete the following table. Contact the state MEP Office if additional rows are needed. Some cells include dropdown lists of answer options. Please do not attempt to enter additional content in these cells. Scroll through dropdown menus to see all selections. Migrant Program Staff Development/Training (Table represents training for MEP staff and staff who work with migrant students. ) Activity Name or Description This training/event used a scientific/researchbased model or approach. Provide rationale if NOT scientific or research-based Targeted Staff M=MEP Staff Only N=Non-MEP Staff B=Both M & N Frequency # of times per week, once, daily, etc. Sum Total Duration # hours offered for SY Focus/Purpose (select most appropriate) Total Staff Participating Funding Source M=Migrant Only P=Partner(s) Only C=Migrant Contributed O=Other * Yes or No 41ST ANNUAL ADMINISTRATIVE PROFESSIONAL B COURSE Yes 1x/year 20 Professional/Skill Development 4 C 60 HOUR CONTENT B COURSE Yes 2x/year 8 ELL Development 2 O APPLIED LINGUISTICS Yes B 1x/year 4 Professional/Skill Development 3 O ASPIRING ACADEMIC B COACHES ACADEMY Yes 4x/year 9 Professional/Skill Development 2 O CLINICAL EDUCATION Yes B 1x/year 12 Professional/Skill Development 2 O CORE PROGRAM B TRAINING Yes 1x/year 14 Strategic Plan Design 1 O CRISIS PREVENTION INTERVENTION (CPI) - RECERTIFICATION Yes B 1x/year 3 Professional/Skill Development 1 O CROSS CULTURAL COMMUNICATIONS & UNDERSTANDING Yes B 1x/year 4 Professional/Skill Development 1 O DA SUMMER ACADEMY Yes B 1x/year 26 Professional/Skill Development 1 O DIRECT STEP REGISTRATION TRAINING Yes B 1x/year 3 Professional/Skill Development 1 O DISCOVERY EDUCATION: SCIENCE Yes B 1x/year 6.5 Professional/Skill Development 1 O EAP Planning Yes B 1x/year 2 Strategic Plan Design 1 O ECTAC EVALUATION B WORKGROUP Yes 1x/year 12 Leadership Activities 1 O ECTAC QUARTERLY MEETING Yes B 1x/year 8 Leadership Activities 1 O EXCEL 2013 OFFICE Technical Abilities Software, B SPECIALIST TRAINING Yes 1x/year 7 Hardware, Online Curriculum 1 O EDUCATION OF SPECIAL POPULATIONS OF GIFTED STUDENTS Yes B 1x/year 36 Professional/Skill Development 1 O ESE TRAINING Yes B 2x/year 5 Professional/Skill Development 3 O Program Implementation 3

4 Migrant Program Staff Development/Training (Table represents training for MEP staff and staff who work with migrant students. ) Activity Name or Description This training/event used a scientific/researchbased model or approach. Yes or No Provide rationale if NOT scientific or research-based Targeted Staff M=MEP Staff Only N=Non-MEP Staff B=Both M & N Frequency # of times per week, once, daily, etc. Sum Total Duration # hours offered for SY Focus/Purpose (select most appropriate) Total Staff Participating Funding Source M=Migrant Only P=Partner(s) Only C=Migrant Contributed O=Other * ESE/FDLRS INSERVICE Yes B 3x/year 32 Professional/Skill Development 6 O esembler POC Meeting Yes B 1x/year 1 Professional/Skill Development 1 O ESOL TUTOR TRAINING Yes B 2x/year 4 ELL Development 14 O FACILITATIVE LEADERSHIP Yes B 2x/year 21 Leadership Activities 3 O FAMIS CONFERENCE Yes B 1x/year 20 Professional/Skill Development 3 M FASFEPA/ECTAC FALL TECHNICAL B Technical Abilities- Software, ASSISTANCE FORUM Yes 1x/year 16 Hardware, Online Curriculum 3 M FIRST AID Yes B 1x/year 3 Professional/Skill Development 1 O FL ID&R TRAINING No Training staff on ID&R strategies M 1x/year 5 ID&R 12 M FLDOE MIGRANT MEP Regulations, Law, Non- M EDUCATION PROGRAM Yes 1x/year 12 Regulatory Guidance 3 M FLORIDA ASSOCIATION FOR STAFF DEVELOPMENT B CONFERENCE Yes 1x/year 24 Professional/Skill Development 1 O FSG ORIENTATION Orientation of District/Department B MEETING No Procedures & Information 1x/year 3 Orientation 20 O GIFTED INSERVICE Yes B 1x/year 7 Professional/Skill Development 1 O GUIDANCE B COUNSELOR TRAINING Yes 2x/year 12 Professional/Skill Development 2 O HEALTH & PHYSICAL B EDUCATION TRAINING Yes 2x/year 5 Professional/Skill Development 1 O HEART SAVER CPR Yes B 2x/year 6 Professional/Skill Development 2 O ID&R STATE TRAINING Yes M 1x/year 12 Professional/Skill Development 4 M Instructional Support Yes B 2x/year 6 Professional/Skill Development 1 O KAGAN STRUCTURES Yes B 4x/year 4 Professional/Skill Development 1 O LANGUAGE ARTS B INSERVICE Yes 11x/year 18 Professional/Skill Development 5 O LEADERSHIP TRAINING Yes LEARNING ENVIRONMENTS Yes MATHEMATICS TRAINING Yes METHODS OF TEACHING ESOL Yes B B B B 3x/year 13 Leadership Activities 6 O 2x/year 28 Professional/Skill Development 3 O 1x/year 6 Math 1 O 1x/year 4 ELL Development 2 O Program Implementation 4

5 Migrant Program Staff Development/Training (Table represents training for MEP staff and staff who work with migrant students. ) Activity Name or Description MIGRANT DOCUMENTATION TECHNICAL ASSISTANCE This training/event used a scientific/researchbased model or approach. No Yes or No Provide rationale if NOT scientific or research-based Training staff on entering Educational & Support Services documentation Targeted Staff M=MEP Staff Only N=Non-MEP Staff B=Both M & N M Frequency # of times per week, once, daily, etc. Sum Total Duration # hours offered for SY Focus/Purpose (select most appropriate) Total Staff Participating Funding Source M=Migrant Only P=Partner(s) Only C=Migrant Contributed O=Other * 1x/year 1 Professional/Skill Development 33 M Program Implementation 5

6 Part 2b: Program Implementation - Partnerships 60 Rows Added Please complete the following table. Contact the state MEP Office if additional rows are needed. Some cells include dropdown lists of answer options. Please do not attempt to enter additional content in these cells. Scroll through dropdown menus to see all selections. Partnerships Partner Name Partner Type (select most appropriate) Partner s Contribution, Role, or Benefit (select most appropriate; choose up to three) Documentation of Partnership (select most appropriate) Area(s) of Concern Addressed (select up to three) Western Michigan, Michigan State, USF (CAMP/HEP Program) Adult Migrant/ Farmworker Jobs and Education Programs (Workforce Development) *Other *Other Post-secondary opportunities Promote high school completion or equivalency and post-secondary opportunities Create opportunities for parent involvement (e.g., workshops, trainings, meetings) Ag. Mart. Inc. Local Business Educational Continuity Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, Amigos Center Access to Services immunizations, etc.) Area Growers and Vegetable Packers Boys and Girls Club Children and Families Children's Medical Services Christina Smiles Dental Clinic City of Immokalee Flea Market Coalition of Florida Farmworkers Organizations (COFFO) Coalition of Immokalee Workers College Reach Out Program Collier County Health Department Collier County Health Department Collier County High Schools Beacon Programs Collier County Homeless Education Local Business Plan, promote, and/or fund instructional activities Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Volunteer in activities for migrant students and families (e.g., mentoring programs) Plan, promote, and/or fund extracurricular activities Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Create opportunities for parent involvement (e.g., workshops, trainings, meetings) Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Local Business Create opportunities for parent involvement (e.g., workshops, trainings, meetings) County Health Department McKinney-Vento grantees Access to Services Instructional Time Educational Continuity Educational Continuity Instructional Time Access to Services Access to Services School Engagement Instructional Time Access to Services Access to Services Health Access to Services Correspondence Health Access to Services Educational Continuity Access to Services Access to Services Promote high school completion or equivalency and post-secondary opportunities Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Promote high school completion or equivalency and post-secondary opportunities Volunteer in activities for migrant students and families (e.g., mentoring programs) Plan, promote, and/or fund extracurricular activities Volunteer in activities for migrant students and families (e.g., mentoring programs) Provide guidance/service on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Create opportunities for parent involvement (e.g., workshops, trainings, meetings) Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) School Engagement Access to Services Health Access to Services Health Access to Services Educational Continuity Correspondence Educational Continuity School Engagement Access to Services Program Implementation 6

7 Partnerships Partner Name Partner Type (select most appropriate) Partner s Contribution, Role, or Benefit (select most appropriate; choose up to three) Documentation of Partnership (select most appropriate) Area(s) of Concern Addressed (select up to three) Collier County Library Collier County Medical Society Alliance Collier County Public School Attendance Officers Collier County Public Schools Adult and Community Education Collier County Public Schools Alternative Education Program Collier County Sheriff's Office - Community Service Bureau David Lawrence Counseling Center Dr. Dery and Eads *Other *Other Title I, Part D sites Local Business Volunteer in activities for migrant students and families (e.g., mentoring programs) Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Create opportunities for parent involvement (e.g., workshops, trainings, meetings) Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Improve school readiness of migrant students Plan, promote, and/or fund instructional activities Plan, promote, and/or fund instructional activities School Engagement Access to Services Health Access to Services Access to Services School Engagement Instructional Time English Language Correspondence Instructional Time Development Access to Services Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Educational Continuity *Other Educational Continuity Instructional Time School Engagement Access to Services Health Educational Support in the Home Correspondence Health Access to Services Dr. Gonzalez Local Business Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Correspondence Health Access to Services Dr. Taylor Local Business Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Correspondence Health Access to Services Eyes Centers of Florida Local Business Provide service and eye examinations for children and OSY's. Farmworker Village/Collier County Housing Authority (Jump Start Family Literacy Academy) Florida Department of Agriculture and Consumer Services Florida Diagnostic & Learning Resources System (FDLRS) Florida Rural Legal Services Gargiulo Education Center Guadalupe Center Afterschool Programs Guadalupe Child Care Center Guadalupe Social Services/Catholic Charities Guadalupe Tutor Corps *Other Improve school readiness of migrant students Plan, promote, and/or fund instructional activities Improve school readiness of migrant students Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Plan, promote, and/or fund instructional activities Improve school readiness of migrant students Create opportunities for parent involvement (e.g., workshops, trainings, meetings) Create opportunities for parent involvement (e.g., workshops, trainings, meetings) Provide guidance on specific issues requiring additional Improve school readiness of expertise (e.g., discipline, migrant students mental health, immunizations, etc.) Provide free legal assistance and guidence. Volunteer in activities for migrant students and families (e.g., mentoring programs) Increase instructional opportunities and effectiveness in content areas (e.g., reading and language arts, mathematics, science) Smooth the transition from preschool to kindergarten Volunteer in activities for migrant students and families (e.g., mentoring programs) Volunteer in activities for migrant students and families (e.g., mentoring programs) Create opportunities for parent involvement (e.g., workshops, trainings, meetings) Promote high school completion or equivalency and post-secondary opportunities Correspondence Health Access to Services Access to Services Educational Support in the Home Correspondence Health Access to Services Educational Support in the Home Access to Services Educational Continuity Instructional Time English Language Development Access to Services Access to Services After School Instructional Time Educational Support in the Home Access to Services School Engagement Instructional Time Access to Services Program Implementation 7

8 Partnerships Partner Name Partner Type (select most appropriate) Partner s Contribution, Role, or Benefit (select most appropriate; choose up to three) Documentation of Partnership (select most appropriate) Area(s) of Concern Addressed (select up to three) Haitian Coalition of Collier County Harry Chapin Food Bank Head Start Head Start Improve school readiness of migrant students Health Care Networks of SWFL Healthcare Network of Southwest Florida/ FSU Pediatric Clinic Horizon Village Farmworker Housing Idalis Perez, P.A. Immokalee Child Care Immokalee Community Park Immokalee Community School (K-8) and Childcare Centers Immokalee Foundation Immokalee Friendship House Immokalee Interagency Council Immokalee Multicultural Multipurpose Community Action Agency Immokalee Technical Center (itech) Guadalupe Catholic Church Access to Services Health Provide food for the needy. Access to Services Smooth the transition from preschool to kindergarten Create opportunities for parent involvement (e.g., workshops, trainings, meetings) Correspondence English Language Development Educational Support in the Home Health Access to Services Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Correspondence Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, Plan, promote, and/or fund immunizations, etc.) instructional activities Access to Services Access to Services RCMA Improve school readiness of migrant students Smooth the transition from preschool to kindergarten Create opportunities for parent involvement (e.g., workshops, trainings, meetings) Health Instructional Time Access to Services Improve school readiness of migrant students Promote high school completion or equivalency and post-secondary opportunities Smooth the transition from preschool to kindergarten Plan, promote, and/or fund instructional activities Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Provide Temporary Housing for Migrant and homeless families and OSY. *Other Instructional Time Access to Services Health Access to Services Access to Services Access to Services Institution of Higher Education Plan, promote, and/or fund instructional activities Increase instructional Promote high school opportunities and completion or equivalency and effectiveness in content areas post-secondary opportunities (e.g., reading and language arts, mathematics, science) Volunteer in activities for migrant students and families (e.g., mentoring programs) English Language Development English Language Development *Other Educational Continuity Instructional Time Access to Services Instructional Time Educational Support in the Home Educational Support in the Home English Language Development La Fiesta Local Business Create opportunities for parent involvement (e.g., workshops, trainings, meetings) Educational Continuity La Ley 92.5 Radio Station Local Business Plan, promote, and/or fund extracurricular activities Correspondence Access to Services Educational Support in the Home Laces of Love Legal Aide Services of Collier County Volunteer in activities for migrant students and families (e.g., mentoring programs) Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Access to Services Access to Services Program Implementation 8

9 Partnerships Partner Name Partner Type (select most appropriate) Partner s Contribution, Role, or Benefit (select most appropriate; choose up to three) Documentation of Partnership (select most appropriate) Area(s) of Concern Addressed (select up to three) Lipman Farms Collier County Miracle Plus After School Programs Mission Peniel Naples Alliance for Children Naples Area Dental Clinics Naples Urgent Care North Naples Kiwanis Club (Christmas in Immokalee) PACE Center for Girls Local Business Local Business Plan, promote, and/or fund instructional activities Plan, promote, and/or fund instructional activities Create opportunities for parent involvement (e.g., workshops, trainings, meetings) Increase instructional opportunities and effectiveness in content areas (e.g., reading and language arts, mathematics, science) Educational Continuity Access to Services Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Educational Support in the Home Instructional Time School Engagement Access to Services Access to Services Correspondence Health Access to Services Correspondence Health Access to Services Access to Services Promote high school completion or equivalency and post-secondary opportunities Plan, promote, and/or fund instructional activities Increase instructional opportunities and effectiveness in content areas (e.g., reading and language arts, mathematics, science) Educational Continuity Access to Services Pacific Tomato Growers Local Business Educational Continuity RCMA Community Center RCMA Create opportunities for parent involvement (e.g., workshops, trainings, meetings) RCMA Timber Ridge RCMA Create opportunities for parent involvement (e.g., workshops, trainings, meetings) Redi-Med Walk-In Family Care Redlands Christian Migrant Association Ronald McDonald Mobile Health Unit Salvation Army Shelter for Abused Women Southwest Florida Works Strategies, Opportunities and Services for Out-of- School Youth (SOSOSY) RCMA Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Improve school readiness of migrant students Volunteer in activities for migrant students and families (e.g., mentoring programs) Volunteer in activities for migrant students and families (e.g., mentoring programs) Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Create opportunities for parent involvement (e.g., workshops, trainings, meetings) Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Educational Continuity Educational Continuity English Language Development Correspondence Health Access to Services Instructional Time English Language Development Health Access to Services Access to Services Access to Services Health Access to Services Plan, promote instructional activities Access to Services Access to Services Instructional Time English Language Development Title I Basic Title I, Part A program staff Create opportunities for parent involvement (e.g., workshops, trainings, meetings) English Language Development Access to Services Instructional Time Title III-ELL Department Title III Program Staff English Language Development Program Implementation 9

10 Partnerships Partner Name Partner Type (select most appropriate) Partner s Contribution, Role, or Benefit (select most appropriate; choose up to three) Documentation of Partnership (select most appropriate) Area(s) of Concern Addressed (select up to three) Vision Quest Vocational Rehabilitation Empowerment Alliance Voluntary Pre-K (VPK) *Other Improve school readiness of migrant students West Florida Eye Care (Dr. Azizi) Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Provide guidance on specific issues requiring additional expertise (e.g., discipline, mental health, immunizations, etc.) Smooth the transition from preschool to kindergarten Health Access to Services Access to Services Educational Support in Correspondence Educational Continuity Instructional Time the Home Local Business Correspondence Health Access to Services # of partners in school year: 81 *If "Other" is selected for Partner Type in the dropdown menu list, please expand on this response below. The following partners did not seem to fit in the categories provided through the dropdown menu: Western Michigan, Michigan State, USF (CAMP/HEP Program); Adult Migrant/Farmworker Jobs and Education Programs (Workforce Development); Voluntary Pre- K (VPK); Collier County Public Schools Adult and Community Education; Collier County Public School Attendance Officers; and Vocational Rehabilitation Empowerment Alliance. *If "Other" is selected for Documentation of Partnership in the dropdown menu list, please expand on this response below. The Collier Migrant Program has approved Title I Migrant Education Program Use of Funds Proposals signed by Collier County Public Schools District Administrators. These proposals were reviewed at School Advisory Council meetings for parent input. Please describe how the district's partnerships added value to the program's priorities for migrant student/family services. Collier's partnerships allow for added value to the MEP program in a variety of ways: Without necessary health services and specifically physicals, the enrollment of migrant students can be delayed. Migrant students who are absent from school due to medical issues cannot achieve their academic potential if they do not receive needed medical services. In the past when we surveyed migrant parents at MPAC meetings, parents rated facilitating access to needed health services as one of their priorities regarding important MEP services. Migrant OSY and parents have access to high quality ELL or GED classes and resources due to our partnerships with itech, Title I Basic Parent Involvement, Adult and Community Education, HEP, and Horizon Village Housing for single men. Partnerships with HEP, CAMP, CROP, Guadalupe Tutor Corps, area institutions of higher education, Immokalee Foundation, etc. promote graduation and successful transition to post-secondary education and/or permanent employment. Local not-for-profit agencies, businesses, and schools that supervise Earn and Learn migrant student participants promote graduation, reduce drop out and develop employability skills. In addition, they provide Migrant students with preparation (career readiness) and hope (motivation) for further education and successful future employment. Various listed partnerships support school readiness for migrant preschool children and family literacy. Partners involved with after school programs at various locations throughout the district support reading, math and general academic skill development and achievement for participating migrant children and youth. Do not forget to complete all Program Implementation Reports. Program Implementation 10

11 Part 2c: Program Implementation - Parent Involvement Please complete the following tables. Contact the state MEP Office if additional rows are needed. Some cells include dropdown lists of answer options. Please do not attempt to enter additional content in these cells. Scroll through dropdown menus to see all selections. Parent Involvement Activities Activity Name or Description Include scientific/researchbased model, if applicable. Funding Source M=Migrant Only P=Partner(s) Only C=Migrant Contributed O=Other * Target Population (select all that apply) Location (library, community center, church, etc.) Frequency # of times per week, once, daily, etc. Sum Total Duration # hours offered for SY Total Parents Participating Focus/Purpose (select most appropriate) Fall and Spring Migrant Parent Advisory Council (MPAC) meeting hosted at two separate locations and dates to meet the regional needs of migrant families. Meetings provided parents with a migrant program overview, summer programs summary, evaluation summary, parent involvement strategies and immigration information. Orientation to the Migrant Center for Parents Parent Workshop Introduction to the Migrant Center Open House Migrant Center Orientation Migrant Parent Advisory Council Board Meeting to strategize and plan the MPAC meetings and to have parents provide input on Migrant Education Programs. M M M M M Parent Parent Parent Parent Parent Immokalee High School, Immokalee Technical Center, Lipman Farms, Manatee Middle School, Gargiulo Education Center Immokalee High School Migrant Center Immokalee Middle School Migrant Center Immokalee High School Migrant Center Naples Administrative Center and the Federal Programs Building in Immokalee 2x/year MPAC Orientation/Participation 1x/year Services Offered 1x/year Services Offered 1x/year Services Offered 4x/year MPAC Orientation/Participation In-Home Family Literacy Visits M Parent, Pre-K Homes 4x/year Literacy Programs Open House for Migrant Center M Parent Immokalee Middle School Migrant Center 1x/year Services Offered Migrant Senior Banquet and Immokalee High M Parent Parent Workshop School Migrant Center 1x/year Services Offered Earn and Learn Parent Meeting M Parent Immokalee High School 1x/year Services Offered English Classes for Parents C Parent Eden Park Elementary 1x/week ELL for Parents Program Implementation 11

12 Funding Source: Migrant Only = The MEP fully funded the activity. Partner(s) Only = Partner(s) fully funded the activity. Migrant Contributed = The MEP partially funded or facilitated access to the activity. *Other = Any other federal, state, or district funding. * If "Other" is selected for Funding Source from the dropdown menu list, please expand on the response below: Please describe the parent involvement strategies, if any, you implemented for increasing educational support in the home. Migrant staff, including Home School Liaisons (HSLs), receive information regarding scheduled parent involvement activities provided by the District and Title I Programs during their regular Support Services Meetings, and refer families to these events. The District MEP also sends Parent Event reminders via automated telephone and/or in English, Spanish, and Creole. MPAC meetings are held bi-annually for the Immokalee and Naples areas where information and resources for families are distributed. For FY15, the meetings were held in 5 different locations close to the migrant communities to alleviate the transporation barrier. Translation services and childcare services are available at the meetings. By facilitating access to parent involvement events based on proven researchbased techniques, migrant parents learn effective discipline techniques and how they can help encourage their children's learning at home. Migrant Center Staff at Immokalee Middle and High Schools provide workshops for parents and bilingual presentations regarding scholarships, financial aid, and college/vocational education so they can help their children reach their education/career goals after high school graduation. In addition, a certified teacher completed 4 visits with 118 families with a Pre-Kindergarten student during the FY15 school year to facilitate literacy experiences. The teacher specifically works with parents to model and guide activities with the books the families received. Program Implementation 12

13 The Comprehensive Needs Assessment (CNA) process identified three state-level performance indicators that are to be accomplished through service delivery. Although these indicators represent state-level targets, where all districts are examined together, they are provided here for districts to examine how their programs are contributing to the state's progress toward these targets. Parent involvement needs to increase by 24% points for parents of preschool children (ages 3 to 5). K-5 migrant parental involvement needs to increase by 12% points. Parental involvement in the middle and high schools needs to increase by 23% points. The following data are required from each district in order to calculate changes in parent involvement. Districts are also encouraged to reflect on how their programs are contributing to the state's progress toward these targets. School Year Early Childhood Total # of parent survey respondents (Pre-K only): Total # of parent respondents participating in parent involvement activities (Pre-K only): Percent of parent survey respondents participating in parent involvement activities (Pre-K only): Difference (in percent points) % Total # of parent survey respondents (Pre-K only): Total # of parent respondents participating in parent involvement activities (Pre-K only): Percent of parent survey respondents participating in parent involvement activities (Pre-K only): -2% % School Year K Total # of parent survey respondents (K-5 only): Total # of parent respondents participating in parent involvement activities (K-5 only): Percent of parent survey respondents participating in parent involvement activities (K-5 only): Difference (in percent points) % Total # of parent survey respondents (K-5 only): Total # of parent respondents participating in parent involvement activities (K-5 only): Percent of parent survey respondents participating in parent involvement activities (K-5 only): 0% % School Year Grades 6-12 Program Implementation 13

14 14-15 Total # of parent survey respondents (Grades 6-12 only): Total # of parent respondents participating in parent involvement activities (Grades 6-12 only): Percent of parent survey respondents participating in parent involvement activities (Grades 6-12 only): Difference (in percent points) % Total # of parent survey respondents (Grades 6-12 only): Total # of parent respondents participating in parent involvement activities (Grades 6-12 only): Percent of parent survey respondents participating in parent involvement activities (Grades 6-12 only): -1% % Please describe the district MEP s survey administration (e.g., district modified existing surveys to include state-required items, distributed by mail or conducted interviews at home visits, administered during what time of year, translated into which languages, etc.) and any lessons learned. Response should reference the Pre-K parent population, K-5 parent population, and grades 6-12 parent population. A master database of the migrant students attending schools in Collier County was downloaded from the District s Management Information System on March 24, 2015 (parent sample) and April 17, 2015 (student sample). The databases were used to draw the random samples for the required Florida Migrant Education Program (FLMEP) annual surveys for migrant parents and migrant secondary students. Four separate random samples were drawn one for each migrant survey group: preschool parents, elementary parents, secondary parents and secondary students. Expected sample sizes were calculated using a desired completion rate of 60% of surveys returned. For ease of readership, the mention of parents in this report refers to parents who are migrant. Parents of children who are not migrant were not surveyed by the FLMEP. To achieve the highest possible response rate, the surveys were collected using three methods: a) sent home via student backpack; b) administered orally via telephone call; and c) in person at a home visit for families without a phone. Surveys were initially sent home via student backpack. The school's front office received addressed envelopes to send home with students. Surveys were returned to the migrant program via inter-office mail or via the school's migrant Home School Liaisons (HSLs). After the survey collection period ended with the backpack method, migrant HSLs were provided a copy of the survey to follow up to collect the data via phone or home visit. HSLs received training to conduct the surveys with the families. As reflected in the response rates, this proved to be successful, especially for the preschool and elementary samples. As shown in Table 3, the response rates for each parent population are as follows: preschool, 82%; elementary, 79%; and secondary, 66%. What trends, if any, does the district note in migrant parent involvement, by sub-group or grade level? Response should reference the pre-k parent population, K-5 parent population, and grades 6-12 parent population. Taking into account the number of returned parent surveys (513 for preschool, elementary, and secondary parents), 505 parents (98.4%) indicated participating often in one activity or sometimes in more than one parent involvement activity. Data reported by parents regarding barriers provide useful information to CCPS migrant program. Results show the greatest barrier for parent participation (elementary and secondary) for parent involvement activities is their work schedule. Nearly 64% of parents report this to be a challenge they encounter. About 39% of parents identified lack of transportation as a barrier of parents and about 37% report that lack of school supplies and books as a barrier. On a positive note, parents report feeling welcome at their child s school (80%) and find that they are able to locate affordable childcare in their area (72%). Preschool parent reported on barriers to their parent participation. Lack of transportation for daycare or childcare is reported as the most frequently identified barrier to participation followed by school meetings and notes in English only. Lack of affordable childcare is not perceived to be a barrier at this time for parents of preschool-aged children. The Migrant Education Program in Collier County is committed to parent involvement and seeking ways to provide information to families. Additional items were added to the survey tool to learn more about parents reported access to technology as a mode to enhancing communication with parents. This set of questions was the same for the preschool, elementary and secondary parents. The majority of parents report having a cell phone (98%), while fewer report having an address and/or internet access. While 49% of secondary student parents report having access to the internet, less than 40% of preschool and elementary parents have this access. The majority of parents in all groups do not have an address (Yes= preschool, 29%, elementary, 24%, secondary, 36%). These are important facts to consider as we continue to move into the digital age and plan to work with parents. Note: The goal of increasing parent involvement by 24% points for parents of preschool children (ages 3 to 5), 12% points for K-5 and 23% for middle to high schools is a state-level goal to be accomplished in the next three to five years. Do not forget to complete all Program Implementation Reports. Program Implementation 14

15 Part 2d: Program Implementation - Identification and Recruitment Please answer the following questions with respect to your district's migrant identification and recruitment efforts. Specify, what strategies were implemented to identify and recruit migrant families and students? Collier's identification and recruitment of families and students who are migrant is multi-pronged. The strategies help the recruitment team maintain a sense of and focus to reach all possible families in the area. The local migrant program uses Outlook to maintain the recruitment calendar with events and recruiting sign ups. Each recruiter has a caseload of schools that are part of CCPS with each recruiter having a main school site (largest caseload schools are in Immokalee) and additional sites within Immokalee and across the district. Recruiters work to connect with all families on their list. The district migrant office sends out an auto-dialer monthly to all families that have newly enrolled in Collier County Public Schools. The dialer message is disseminated in the language the parents selected at the time of registration. After the dialer is sent, our office reviews the dialer message report and the HSLs contact any family that did not receive a message (such as no phone, disconnected, could not leave a message). On the day the dialer message is deployed, the office staff in Immokalee are prepared for families who call in reference to the message. HSLs have the ability to work flexible schedules to conduct early morning, evening, and weekend recruitment. The Compliance Specialist also makes presentations about the local MEP program and ID&R to agricultural employers, visiting consulate meetings, local businesses and service agencies This benefits both the family and OSY recruitment Specify, what strategies were implemented to identify and recruit out-of-school youth (OSY)? The recruitment process for Out of School Youth (OSY) is ongoing. The Collier MEP funds a Title I Compliance Specialist who is based out of the Federal, State and Competitive Grants (FSCG) Office in Immokalee. The Compliance Specialist leads the Identification and Recruitment (ID&R) planning for a team of seven recruiters who are responsible for the migrant OSY identification and recruitment. The Compliance Specialist created a recruitment plan with the key purpose of planning OSY ID&R activities at worksites during employee breaks, prior to and/or after work shifts, at employee bus pickup/drop-off sites, and at locations in the community where OSY often gather. Collier MEP office is located next door to the SWFL Works building. Crew leaders bring busses of workers to SWFL Works to register their workers. The Compliance Specialist has developed a rapport with local crew leaders/agricultural employers; community agencies and area businesses to connect with locating OSY. Recruiters sign up for morning, evening or weekend shifts. Recruiters work in teams to canvass the area to locate possible agricultural employees. The team shares their business cards and flyers with businesses, health departments, farms, etc. for the youth to connect with a Collier recruiter. The team added the dates, times and locations of the OSY Mini-Lessons and English Classes to the calendar. This better aligns recruiting for potential OSY around time when OSY education services are provided The team was able to recruit before OSY Mini Lessons and English Classes What would you do differently in order to improve identification and recruitment efforts in general and specifically for OSY? The most notable change planned for FY16 is the approach for dividing up the migrant roster for the recruiters' caseloads. Collier's recruiters will be assigned to a region based on school zones so that all of the children and youth within a geographic territory will be assigned to a specific recruiter. For FY16, Naples recruitment will be handled primarily by one recruiter. The families are assigned to a recruiter geographically. This approach will help the recruiters become even more familiar with every square inch of space in their region to ensure that all youth are interviewed to determine whether they meet eligibility requirements. The team will continue to use the Recruitment Calendar in Outlook and will continue to add the OSY Mini-Lessons to the calendar to align the recruiting and education service needs. For FY16, the Migrant Recruitment Team will meet weekly to discuss the activity and needs of the OSY. During these meetings, we will plan strategies to recruit and provide mini-lessons to OSY. Do not forget to complete all Program Implementation Reports. Program Implementation 15

16 Part 2e: Program Implementation - Additional Migrant Education Program Information Please answer the following questions with respect to your district's migrant programming as a whole. Did you experience any implementation issues (e.g., in services delivered, in number of migrant students served, in staffing changes, etc.)? If so, please describe. The Collier program saw an improvement with the turnover of staff; however, there were some staff hired during the year due to a variety of reasons. For example, one staff member was promoted; two recruiters moved to a school-site to work in an instructional and a noninstructional position and another staff member was able to obtain a position in closer to home. The team was able to successfully fill these positions. What have you done to address implementation issues you experienced? Please describe. Great care was taken again to locate ideal staff for these positions. The team perfected the questions asked in the interview process to help locate a good fit for the migrant program. The new hires are thriving in their new positions. The team also continued the peer mentoring program to help facilitate the continuous training that is needed to excel as a recruiter and migrant data entry. Strategic support was given to new staff members through extensive training and shadowing of high-performing peers. In addition, new staff members are provided a mentor. What do you plan to do in the future to avoid/address implementation issues and augment your current program (e.g., new ideas or strategies you want to try)? While staff changes are inevitable, the migrant leadership team continues to foster the cohesiveness that is needed to work together successfully. Do not forget to complete the Student Activities and the Student Outcomes Reports. Program Implementation 16

17 Florida Standards (FS) Code: M=Mathematics ELA=English/Language Arts LHS=Literacy in History/Social Studies STS=Science & Technical Subjects Example: M, ELA, STS Student activity area - Color Code Reading Math Graduation School Readiness Out-of-School Youth Health Bright blue cells indicate the intended activity (i.e., targeted population, frequency, total duration, and anticipated total of students participating per year). Green cells indicate actual counts of student participation. Provide detail about the activities the district MEP implemented or facilitated intended to influence migrant student achievement in READING. Activity Name or Description Include scientific/research - based model, if applicable MEP funded Resource Teachers provide supplemental Reading interventions to assist students achieve grade-level skills. MEP funded ELL tutors and Title I tutors assist classroom teachers with supplemental small group support for students needing reinforcement of skills in all core content subjects. MEP funded Paraprofessionals assist classroom teachers with supplemental small group support for students needing reinforcement of skills in Reading. Activity is scientific or researchbased Yes or No Focus/Purpose (select most appropriate) Yes Student Achievement C Target Population Funding Source Grade Level M=Migrant Only P=Partner(s) Only Use Target C=Migrant Contributed Population Key O=Other * (select all that apply) Grades K-5, Grade 6 Yes Student Achievement C Grades K-8 Yes Student Achievement C Grades K-5, Grade 6 PFS (select from dropdown menu) PFS and other migrant students PFS and other migrant students PFS and other migrant students Florida Standards Use FS Code(s) (select all that apply) ELA, M M, ELA, LHS, STS ELA, M Location (library, community center, church, etc.) Lake Trafford Elem, Eden Park Elem, Highlands Elem, Manatee Elem, Pinecrest Elem, Village Oaks Elem, Immokalee Community School Pinecrest Elem, Village Oaks Elem, Highlands Elem, Lake Trafford Elem, Naples Park Elem, Immokalee Middle School, Manatee Middle School Immokalee Community School Anticipated Total Students Participating per Year Frequency Total Duration # times per Anticipated # week, once, hours offered daily, etc Actual Total Students Participating per Year Average Total # of Hours Per Student Daily Daily Daily Student Activities 17

18 Activity Name or Description Include scientific/research - based model, if applicable Activity is scientific or researchbased Yes or No Focus/Purpose (select most appropriate) Funding Source M=Migrant Only P=Partner(s) Only C=Migrant Contributed O=Other * Target Population Grade Level Use Target Population Key (select all that apply) PFS (select from dropdown menu) Florida Standards Use FS Code(s) (select all that apply) Location (library, community center, church, etc.) Anticipated Total Students Participating per Year Frequency Total Duration # times per Anticipated # week, once, hours offered daily, etc Actual Total Students Participating per Year Average Total # of Hours Per Student For school year programming, please indicate the three (3) strategies your district MEP gives most emphasis* to (or focus on) by entering an X in front of the strategy. Provide information and materials to migrant and general education staff on advocacy, credit accrual, and graduation enhancement of Recovery OSY Provide training to MEP staff on resources and strategies for OSY Utilize strategies and programs in place for dropout prevention and/or recovery (e.g., CROP, HEP, Career Academies, Entrepreneurship programs, etc.) Observe migrant instructional advocates and other instructors to identify effective practices and areas needing further development Provide information and materials to instructional staff on scientifically-based and ESL strategies to utilize with migrant students X Utilize technology and other tools Emphasize language-based content instruction using sheltered instruction with ELs X Provide high quality curriculum that is aligned with tools for assessment and progress monitoring to meet individualized student needs Offer family literacy opportunities to migrant parents, including home-based tutoring to model promising practices and basic English adults Provide information and materials to instructional staff on scientifically-based reading strategies Provide sustained and intensive professional development Sponsor a collaborative portfolio exchange among districts and means to share assessment tool information X Provide strategic, content-based tutoring in reading to students identified as PFS Other (please expand on this strategy below): * Strategies with most emphasis are defined as: The strategies the district MEP believes are the most effective in helping students improve academically. Funding Source: Migrant Only = The MEP fully funded the activity. Partner(s) Only = Partner(s) fully funded the activity. Migrant Contributed = The MEP partially funded or facilitated access to the activity. *Other = Any other federal, state, or district funding. READING - *If "Other" is selected for Funding Source in the dropdown menu list, please expand on this response below. Do not forget to complete all Student Activities Reports. Student Activities 18