FLORIDA DEPARTMENT OF EDUCATION TAPS Number:

PROJECT ApPLICATION 09C400

Please return to: DOEA) Program Name:

Florida Department of Education Date Received Office of Grants Management Room Turlington Building Florida Increasing Refugee Student 325 West Gaines Street Achievement- Competitive Grant to SchoolTallahassee, Florida 32399-0400 Telephone: (850) Districts Suncom:

Project Number (DOE Assigned): B) Name and Address of Eligible Applicant:

School Disttict ofPahn Beach County 500-1376A-9COOlDepartment of Multicultural Education 3388 Forest Hill Blvd.-A204 West Palm Beach, Flodda 33406

C) Total Funds Requested: D) Applicant Contact Information

$268, 378.00 Contact Name: School Distlict of Palm Beach County

Mrs. Ana Meehan Department of Multicultural Education 3388 Forest Hill Blvd.-A204

DOE USE ONLY Telephone Number:

'" ..... ,.., rL.·

SunCom Number: 00 "

Total Approved Project: (561) 434- 8010 Fax Number: E-mail Address:

(561) 434- 8074 meehana@palmbeach.k12.fl.us

CERTIFICATION

I, Arthur C. Johnson, Ph.D, do hereby certify that all facts, figures, and representations made in this application are true, correct, and consistent with the statement of general assurances and specific programmatic assurances for this project. Furthermore, all applicable statutes, regulations, and procedures; administrative and programmatic requirements; and procedures for fiscal control and maintenance of records will be implemented to ensure proper accountability for the expenditure of funds on this project. All records necessary to substantiate these requirements will be available for review by appropriate state and federal staff. I further certify that all expenditures will be obligated on or after the effective date and prior to the termination date of the project. Disbursements will be reported only as appropriate to this project, and will not be used for matching funds on this or any special project, where prohibited.

Further, I understand that it is the responsibility of the agency head to obtain from its governing body the authorization for the submission of this application.

E) Arthur C. Johnson, Ph.D.

DOE 100A Revised 12/07 Page 1 of2 Dr. Eric J. Smith, Commissioner

Florida Increasing Refugee Student Achievement

Competitive Grant to School Districts

Intensive Haitian Refugee Support Program

Project Abstract

The purpose of this project is to provide intense, supplemental support and educational opportunities for Haitian refugee children, youth, and their parents. The tremendous academic and social needs of our Haitian refugees are incredibly greater than the current standard academic programming and funding allotment. Our Haitian refugee students require additional support in the following areas: academic instruction, social services, oral language development, career counseling, and guidance services. Additionally, teachers and staff working with the Haitian refugee popUlations have an immense need for professional development in literacy instruction, cross-cultural understanding, and return on investment methodologies of teaching English as a second language. This project will focus on four main areas:

• Increasing Haitian refugee students' academic achievement

• Increasing Haitian refugee students' awareness about the North American culture while simultaneously increasing social development skills

• Providing additional professional developmental for teachers, paraprofessionals, community language facilitators, and bilinguallbicultural guidance counselors of Haitian refugee students

• Providing parent involvement activities for parents of Haitian refugee students

Project Need The School District of Palm Beach County currently implements various academic and social service programs for all refugee students. However, our Haitian refugees ani.ve to the United States with unique challenges that are enormously different from those experienced by other refugee groups.

Many of the Haitian refugee students who attended school in Haiti received their instruction in French, while their native language is Haitian Creole. Other Haitian refugee students may have received instruction in Haitian Creole. The language development of these students is further complicated when they arrive to the United States and begin to receive literacy instruction in English. Haiti is the poorest country in the Western hemisphere with eighty percent of its inhabitants living below poverty level (World Bank Group, 2003). Twenty percent of Haitian children attend school; within this group, less than twenty percent of Haitians over the age of fifteen can read and write (Haiti Micah Project, 2006). These dramatic statistics clearly indicate that the needs of this population require increased financial support.

Additional funding will enable the SDPBC to provide the necessary academic and social services for our Haitian refugee students. The existing number 6fHaitian refugee enrollees in the School District of Palm Beach County is 1600 students. The instructional and social services that are intensely needed by this population exceed the current District funding. Additional funding is of paramount importance, and thus will enable the District to close

the achievement gap and ensure increased academic/social development for the Haitian student refugee population.

A District enrollment report indicating the numbers of refugee students by county oforigin indicates that 4,867 students have immigrated to Palm Beach County, from 41 countries, and have been currently enrolled in our schools since August 1,2004. The countries with the highest population of refugees are listed accordingly:

Haiti 1600 Cuba 412 Colombia 304

It is imperative that our Haitian refugee students increase their academic achievement, oral language development, and social development. This process can be tremendously facilitated through various academic, guidance, and social services.

Furthermore, it is necessary that schools with Haitian refugee students provide successful parent involvement activities as well as professional development opportunities for staff. Haitian parents are typically not accustomed to participating in school activities or discussions; therefore, they are confused about the amount of parental involvement that is expected in the United States Sadler, c., Hytowitz, S.G., Frutiger, E., 1999). Research reveals that parent involvement is a leading indicator to students' academic success (Michigan Department of Education, 2002). Research further indicates that the most effective types ofparent involvement activities are those that engage parents at home focusing on educational activities with their children (Michigan Department of Education, 2002). Appropriate provision of parent involvement activities will additionally facilitate increased academic achievement for our Haitian refugee students as well as their adjustment to the North American culture.

Project Design and Implementation:

1) Please describe measurable objectives, activities and timelines for each of the following six project design and implementation components:

a. Based on the project need, please describe the spec(fic academic, psychological, and social supplementary sen/ices that will be provided to meet the spec(fic needs 'of refugee children and youth ages 5-18 from each of the countries ident(fied above. Please include a description of the supplemental educational opportunities, which may include afier- and summer-school programs, that will be provided to children and youth that will ensure student grade promotion and graduation.

Objective 1: At least 50 % of identified and tested 9th and 10th grade Haitian refugee students will demonstrate more than one year's growth as measured by their 2008 to 2009 FCA T DSS reading and math results. (Specifically, 9th grade students will demonstrate more than a 55-point gain in math. loth grade students will demonstrate more than a 49-point increase in math. Ninth and tenth grade students will demonstrate more than a 78-point increase in reading FCA T DSS).

Activities: Identify supplemental grade level appropriate, research based materials that specify skills and strategies. These materials will allow for explicit and systematic instruction designed to accelerate the rate of student achievement in reading and math in English. Purchase content area books in Haitian Creole to supplement District purchased materials for reading classes. Texts in native language will increase comprehensible instruction as well as provide scaffolding. Purchase additional materials in Haitian Creole to supplement District purchased basal textbooks such as maps, charts, classroom libraries, and manipulatives. Purchase books in Haitian Creole for the Children's Services Council. Purchase content area reading books in English on different grade levels to supplement refugee students' comprehension of content area classes. Continue implementation of the NewcomerlNew Beginnings program for Haitian students at one high school. Continue an after-school tutorial for Haitian refugee students specifically designed to increase reading and math gains. The tutorial will take place after-school Monday-Thursdays for one hour each day. Institute a two-week intensive summer program specifically designed to increase oral language and social/cultural development for Haitian refugee students. Plan a visit to the public library so that the Haitian refugee students and their parents can tour the library as well as apply for a library card. Transportation will be provided.

Timeline: By January, 2009, identify criteria for entry for tutorial, summer, and newcomer programs. By January, 2009 identify students who will participate in the tutorial, summer, and newcomer programs. By January, 2009, hire teachers for after-school tutorial By January, 2009, begin after-school tutorial. By January, 2009, purchase and deliver all books and materials in Haitian Creole and English to the selected high school and Haitian Center for Family Services. By January, 2009, retIieve FY 08 FCAT scores to establish baseline data of targeted Haitian refugee students; determine specific academic needs by school and grade level. By May, 2009, hire bilingual guidance counselor for the intensive two­week summer program. By June, 2009, begin intensive summer program. By June, 2009, conduct the visit to the public library. By May 2009, retrieve FY 09 FCAT scores to measure targeted Haitian refugee students' learning gains; determine specific academic needs by school and grade level. Continue ongoing fidelity checks, and walk-throughs to monitor teachers' implementation of materials. Provide additional materials as needed.

Objective 2: 50% of Haitian refugee students who participate in a field trip to a community college and vocational school will demonstrate an increase in knowledge of higher education opportunities as measured by an entry/exit survey. This survey will consist of a Likert scale measured from 1 to 5.

Activities: Identify and communicate with those secondary schools that have large Haitian refugee student populations to promote and facilitate individual heritage celebrations in collaboration with the Haitian Center for Family Services. Plan one field trip to a community college and vocational school for Haitian refugee students and their parents. Transportation will be provided for this event. Develop an entry/exit survey (5 point Likert scale) to administer to Haitian refugee students to measure their awareness of career/post graduation educational opportunities (qualitative analysis). Administer the Likert scale survey to the participants of the community college tour.

Timeline: By April, 2009, correspond with schools to plan and market field trip. By June, 2009, execute a District-wide field trip to a community college and vocational school for Haitian refugee students and their parents (grade levels 11-12). By June, 2009, develop an entry/exit survey (5 point Likert scale) to administer to Haitian refugee students who participated in the field trip to the community college and vocational schooL By June, 2009, administer and analyze Likert scale surveys to review program successes and develop any necessary alterations for program replication during FY09.

Objective 3: The number of professional development opportunities that are specifically designed for teachers, paraprofessionals, community language facilitators, and bilinguallbicultural guidance counselors of Haitian refugee students will increase by at least 3 (three) opportunities during the total grant period. Professional development will consist of strategies designed to increase the academic achievement and social/cultural development of Haitian refugee students. This process will be documented by maintaining appropriate records: professional development agendas, and sign-in sheets.

Activities: Design and facilitate one professional development activity designed to assist teachers and paraprofessionals in implementing the materials purchased in Haitian Creole. This professional development activity is in

addition to the established District funded training for teachers and paraprofessionals. Design and facilitate at least one professional development activity that provides individual attention to the specific needs of Haitian refugee students. This professional development activity is in addition to the District funded training for teachers and paraprofessionals. Educators working in the after-school tutorial, the newcomer program, as well as the intensive two -week summer program will also participate and receive training in best practices for teaching Haitian refugees. Design and facilitate at least one professional development activity that is designed to assist teachers, paraprofessionals, community language facilitators as well as bilinguallbicultural guidance counselors in attaining a greater understanding of the Haitian refugee students' special academic and social needs. This is in addition to the established District funded training for teachers and bilinguallbicultural guidance counselors.

Timeline: By February, 2009, communicate with schools and staff to market August professional development opportunities. By May, 2009, design and facilitate one professional development opportunity (Adobe Presenter) that focuses on special services available for Haitian refugee students. This professional development opportunity will be available for teachers, paraprofessionals, community language facilitators and bilinguallbicultural guidance counselors of refugee students. By June, 2009, evaluate and make appropriate alterations for further professional development activities.

Objective 4: Provide at least four parent involvement activities that will encourage Haitian refugee parents to become more involved in their students' academic and social development. These activities will include individual school and District-wide activities that will occur throughout the range of the grant period. This process will be documented by maintaining appropriate records: agendas, and sign­in sheets.

Activities: Communicate with schools to encourage the provision of activities designed specifically for Haitian refugee parents. These may include: Parent Leadership Council meetings, literacy nights, and cultural heritage nights. Provide schools with support and resources to conduct additional parent involvement activities that specifically focus on Haitian refugee parents. This may include purchasing books in Haitian Creole so that parents when possible have the opportunity to read to their children in the native language.

Invite guest speakers to the parent involvement meetings to educate the refugee parents about the American educational system as well as specific academic and cultural issues. Supplement the District-created Desk Calendar to include parent involvement activities specifically for refugee parents translated into Haitian Creole. Conduct a field trip to the local public library so that Haitian refugee parents and their children may have a tour of the library, and apply for a library card. Plan one field trip to a community college and vocational school for Haitian refugee students and their parents. Transportation will be provided for this event.

Timeline: By January, 2009, communicate with schools to ensure that specific individual school-based parent involvement activities are in place. By June, 2008, identify schools that conducted activities for Haitian refugee parents and share with planners of Planting Seed'i for Success Conference. By June, 2009, conduct a parent meeting for parents whose students will participate in the newcomer program during FY201 O. By June, 2009, conduct the visit to the public library. By June, 2009, conduct the field trip to the community college and vocational school. By June, 2009 review sign-in sheets to analyze parent participation rates at each schoollDistrict event.

b. Please describe how your District will ident~fy eligible refugee children and youth for the delivery of services described above and provide documentation ot consultation with community- andfaith-based organizations. Please note: Districts and schools are not permitted to require immigration status from students. However. the District may }vish to work with other state and local agencies, and/or community andfaith-based organizations to determine eligible children and youth.

By January, 2009 the Department ofMulticultural Education will run a District enrollment report from the Educational Data Warehouse that specifies students by country oforigin, school enrolled, and when possible, FCA T reading and math scores from previous years. The Department of Multicultural Education will communicate with the community organizations that support refugee populations to discuss findings, solicit necessary support and request infonnation regarding our Haitian refugee students and their families. This process will be documented by visits and telephone communication by the Department of Multicultural Education's Public Affairs and community resource staff.

Activities: Analyze District enrollment data to detennine specific areas that community organizations can assist the Haitian refugee populations.

Community resource personnel, public affairs specialists, and bilinguallbicultural guidance counselors will contact community organizations to elicit support in determining the specific needs of the Haitian refugee students.

Timeline: By January, 2009, retrieve and analyze student demographic data. By January, 2009, contact community organizations to communicate upcoming parent involvement activities. By May, 2009, retrieve FY 2009 FCAT scores to determine gains, and measure increased academic achievement. By January, 2009, District community resource personnel will contact identified schools, their community organizations, and faith­based organizations to notify and promote upcoming parent conferences, community college tour, and teacher training opportunities.

c. Please identify community andfaith-based organizations or other local agencies in your geographic area that currently provide services to refugee children, youth, and their families and describe how your District will collaborate with those organizations and/or agencies to provide or enhance services to refugee children and youth.

The School District of Palm Beach County will collaborate with each of the following organizations to ensure that appropriate support and services are provided to Haitian refugee students. The agencies listed below will assist the School District of Palm Beach County in the following areas: identifying refugee students, communicating with the refugee families, offering partnerships in professional development, parent conferences (guest speakers/translators), and student career expo opportunities (career specialists) as well as the provision of social services for families.

Center for Family Services Children's Services Council Catholic Charity Services

d. Please describe the refitgee parental outreach programs that will be established by your District. Please identify the frequency and duration of these ~fforts (i. e. three per year at one hour each); mode of communication; plan for information dissemination; and the specific program elements that will assist r4itgeefamilies in their transition.

The subsequent parent outreach programs are a component of the activities previously listed in objective 4:

,Program

Parent Leadership Committee Meetings

Individual School Academic Nights, Heritage Celebrations, and Community/Parent Programs

Frequency

School District of Palm Beach County: three per year

Individual schools: minimum of two per year

Offered a minimum of three times per year (individual school programs vary; approximately 2-3 hrs!night)

Communication

"newsletters "Department of Multicultural Education website "parent invitations -telephone calls

. 'public affairs specialists Haitian Creole radio stations 'Edline

"press release •flyers 'school initiation 'Haitian Creole radio •Department of Multicultural Education !

website 'social! guidance 'community based information originations "Edlme

Elements

"Haitian community speakers "parent involvement strategies "social! cui tural information, -academic support 'report card analysis -access to magnet! choi ce programs -Florida Consent Decree (META, 1990)

-Haitian community speakers 'student performance and work displays "strategies to promote academic success

e. Please describe the intended measurable outcomes for refitgee children, youth, and their families as a result or participating in the supplementmy activities and parental outreach programs ident~fied above.

• At least 50% of the Haitian refugee students will demonstrate more than a year's growth in reading and math as measured by their 2008 to 2009 FCA T Developmental Scale Scores.

• 50% of participating Haitian refugee students will increase their knowledge and awareness of participating in the May, 2009, community college tour, as measured by a comparison of the entry!exit Likert surveys.

• Teachers, paraprofessionals, community language facilitators, and bilinguallbicultural guidance counselors of Haitian refugee students will receive increased professional development opportunities as documented by agendas, and attendance sign-in sheets.

• Parents of Haitian refugee students will have an increase in parent involvement opportunities that will be documented by attendance sign-in sheets and agendas.

These activities will result in increased academic and social development for their children.

f Please describe how the services provided through this grant are different Jrom other services provided Jor reJugee children and youth with state and Jederal Junds. including English Jor Speakers oj Other Languages (ESOL). No Child Left Behind Act oj2001 (NCLB), Individuals with Disabilities Act (IDEA), and other state and Jederal programs.

The services that will be provided through the implementation of the four objectives and activities stated in this grant are different because ofthe specific students targeted. Haitian refugee students arrive to the School District of Palm Beach County with extremely different circumstances than other refugee populations. As a result, our Haitian refugee population has academic, social, and guidance needs that deviate from the norm, and must be specifically addressed.

The goals of this project have been designed to meet these specific academic, social and counseling needs of refugee students, whether students are categorized ELL, ESE or standard curriculum. The objectives are dissimilar from the above mentioned programs in various ways. These include: the types of specific materials purchased (including native language text), types of professional development, special opportunities afforded to Haitian refugee students, and outreach programs created especially for Haitian refugee parents. The project goals not only focus on oral language development, but also on social awareness, motivation to pursue community college, acculturation to the United States, and individual academic achievement in reading and mathematics. Participating Haitian refugee students, teachers, paraprofessionals, community language facilitators, bilingualfbicultural guidance counselors, Haitian refugee parents, and community partners will work collaboratively to attain this program's goal of increased academic and social success of the Haitian refugee student population.

Support for Strategic Imperatives - Please describe how the proposed project will address reading initiatives and incorporate one or more of the Florida State Board strategic imperatives. http://www.fldoe.org/meetings/200S 01 18/StratPlanDetails.pdf

This project is specifically designed to concentrate on the skills needed to increase the number of refugee students reading on grade level or above as specified in Just Read! Florida by the created objectives and activities in this proposal

Objective 1: Increasing reading gains as measured by FCAT reading scores will be implemented in alignment with Section 3, B of the Just Read! Florida Reading Initiative which focuses on reading intervention strategies for students who read below grade level in required courses such as intensive reading and developmental language arts.

Objective 2: Increasing the skills ofteachers with Haitian refugee students will be implemented in alignment with Section 3, D, of the Just Read! Florida Reading Initiative which focuses on reading activities in teacher preparation and professional development programs.

Objective 3: Increasing parent involvement opportunities will be implemented in alignment with Section 3 J, of the Just Read! Florida Reading Initiative which focuses on increasing parental and family involvement in teaching and encouraging reading.

In addition, each of the four objectives of this program is linked to one or more of the Department of Education's Strategic Imperatives as described in the below:

Objective 1: At least 50 % ofident~fied Haitian refugee students will show an increase in reading gains as measured by FeAT reading developmental scores. Strategic Imperative 3: Improve Student Rates of Learning

Objective 2: 50% ofHaitian refugee students who participate in community college tour will show an increase in knowledge ofworliforce environment and higher education opportunities as measured by an exit survey based on a Likert scalefrom 1 to 5. Strategic Imperative 6: Align Workforce Education Programs with Skill Requirements of the New Economy

Objective 3: The number ofstaf/development opportunities specifically designed for instructional and socialleultural strategiesfor teachers ofHaitian refugee students will increase by at least 6 (six) opportunities over the total grant period. Strategic Imperative 1: Increase the Supply of Highly Effective Teachers and Strategic Imperative 4: Improve the Quality of Instructional Leadership

Objective 4: Provide at least 6 (six) parent involvement opportunities for Haitian refilgee parents specifically designed to impart knowledge about involvement in their students 'social, cultural, and academic lives, including individual school and District-wide opportunities, to occur over the total grant period. Strategic Imperative 3: Improve Student Rates of Learning

2) Dissemination/Marketing - Please describe the methods/strategies you will use to disseminate and market information about the project to appropriate populations in a language that is understood, when feasible.

There are several strategies and methods that we will utilize to disseminate information about this project to the targeted Haitian populations. These include: Haitian radio/television, newspapers, and telephone communication. We will also network with language minority agencies, faith-based organizations, businesses, and schools through newsletters, Edline, and phone calls. These efforts will result in increased parent involvement and augmented student achievement. We will

create a compilation of resources to be used specifically with the Haitian refugee population that will be translated into Haitian Creole. The Department of Multicultural Education website will be utilized to advertise special programs offered in this project to teachers, students, parents and community members.

3) Evaluation - Please describe how your District will evaluate the outcomes of the services provided. Include measurable goals and objectives associated with the anticipated outcomes, as well as specific data that will be collected and analyzed to evaluate achievement of those goals and objectives.

Methods that will be used to evaluate student and program outcomes include fall and spring reading and math District diagnostic scores, report cards, AYP reports, and participation records for various program opportunities as described below in the chart:

Objective

1. At least 50% tested Haitian refugee students will demonstrate more than a year's growth in reading and math as measured by their 2008 to 2009 FCAT Developmental Scale Scores.

Outcome

refugee stud hFCAT

Increase Haitian reading and mat developmental s More than a yea

cale scores r's growth.

I Data collected to evaluate · achievement

-Agendas -FY 2008 FCAT reading and math developmental scale cores - FY 2009 FCAT reading and math developmental scale cores -Student attendance records from afte school tutorial

2. 50% of Haitian refugee students who participate in a field trip to the community college and a vocational school will demonstrate an increase in knowledge of higher education opportunities as measured by an entry!exit survey (Likert scale 1-5). 3. The number of professional development opportunities specifically designed for instructional and cross-cultural awareness for teachers of Haitian refugee students i

Hait.ian refugee students will increase the knowledge and of higher educat opportunities

Ir awareness ion

Increase profess development op to improve cros communication

ional pOliunities s-cultural as well as dge ofincrease Icnowle

-Agendas -Sign-in sheets -Entry/exit surveys

-Agendas -Sign-in pm1icipation fonns -evaluations by paliicipants • Follow-up reflections from participants of District professional

will increase by at least 3 (three) opportunities over the total grant period. 4. Provide at least 4 (four) parent involvement opportunities for Haitian refugee parents specifically designed to increase their involvement! knowledge about academic, social, and cultural issues. This will include: individual school and District-wide opportunities that occur throughout the entire grant

special issues re Haitian refugees

lated to

Increase parent involvement opp ortunities.

development for Haitian refugee populations.

-Agendas -Sign-in sheet at parent events

Bibliography

Haiti Micah Project (2006). Retrieved February 28,2008 from http://www.haiti­micah.orglindex.html.

Sadler, C., Hytowitz, S. G., Frutiger, E. (1999). Researching Diverse Learners from Haiti, Eritrea, and Ethiopia. DeKalb County School System, Decauter Georgia.

University ofMichigan (2002). What Research Says About Parent Involvement In Children's Education in Relation to Academic Achievement. Retrieved February 28, 2008 from www.michiganiFinalinal Parent Involvement_Fact_Sheet_14732_7.pdfs.

World Bank Group (2003). Retrieved February 28,2003 from http://Inweb18.orldbank.orglexternalllac/lac.nsf/0Ibe0614ec8b422d7085267de0058a2aO OpenDocument.

SERVICE DELIVERY FORM (Delivery of intended services to target population; e.g., adult literacy services, child find services, student evaluation services, etc.)

i (1) Name of Service and Brief I (4) Timeline for ~criptio~n~____________________~'~(:c2~)~S~ta~n~d~a~r~d(s)forAcceptance~_____~~(~:3~)M~e~t~h~o~d~o~f~D~O~E~V~e~r~if~ic~a~ti~o~n~~S~e~r~vl~'c~e_:D~e~l~iv~e~~ryL--4

After-school tutorial Participation rate meets established Attendance Records June,2009 minimum

Intensive summer program Student evaluations Attendance Records June, 2009

Newcomer program Units of service meet established Attendance records June, 2009 minimums

Field Trip to Community College Mentoring is appropriate to identified List of participants; sign-in sheets; May, 2009 needs Likert-scale surveys

Field Trip to Library Participation rate meets established Sign-in/attendance records May, 2009 minimum

Books provided to the Children's Services Specified agencies collaborate Purchase orders May, 2009 Council

I June 2007

STUDENT PERFORMANCE FORM (Any measure that is specific to student performance; e.g., test scores, attendance, behavior, award of diplomas, certificates, etc. Students may include pre-k, K-12, and adult learners.)

I (1) Name of Performance and Brief , Description

50% of Haitian refugee students will demonstrate an increase in reading and math FCAT developmental scale scores by more than a year's growth.

Haitian refugee parents will demonstrate an increase in parental involvement in education of dependent children.

Haitian refugee parents will demonstrate an increase in parental involvement in literacy activities of dependent children.

Haitian refugee students will demonstrate an increase in college and career awareness.

(2) Method of Evaluating Performance

Compare baseline FY 2008 FCA T reading and math developmental scale scores to FY 2009 reading and math developmental scale scores.

Participation records

Participation records

Qualitative Data: Likert scale entry/exit surveys

I,

(3) Method of DOE Verification

FY 2008 and FY 2009 FCAT developmental scale scores

Agendas and sign-in sheets

Agendas and sign-ins

List of participants/sign-in sheets, surveys

(4) Timelines for Data Collection

May 2009

June,2009

June, 2009

June, 2009

I I i

June 2007

I

DELIVERABLES FORM (Examples: Manuals, reports, videos, CD ROMs, training materials, brochures, and any other tangible J2roduct to be developed by the project.) (1) Name of Deliverable and Brief Description (2) Standard(s) for Asc::eptance (3) Due Date(s) !

_c. .........---'--------i--'-''--'------''-'----­

Permission slips for field trips to community college, vocational school, and public library

Likert scale entry/exit survey for field trip experience to community college/vocational school

Instructional materials in Haitian Creole

Instructional materials in English

Additional Materials in Haitian Creole

Training materials

Announcement for professional development activities

Announcement to Faith-based and Community Organizations

Announcement for Parent Leadership Council Meetings

Translated into Appropriate Languages

Translated into Appropriate Languages

Includes Copyright and Funding information

Design and Content Appropriate to Intended Audience

Design and Content Appropriate to Intended Audience

Format Consistent with Content and Intended Audience

Format Consistent with Content and Intended Audience

Translated into Haitian Creole

Translated into Haitian-Creole

May, 2009

May, 2009

January, 2009

January, 2009

January, 2009

March-June, 2009

January, 2009

February, 2009

February, 2009

!

June 2007

TRAINING, TECHNICAL ASSISTANCE, AND DISSEMINATION FORM (All training and technical assistance (TA) activities whether provided onsite, through distance learning media, conferences, workshops, or other delivery strategies.)

(1) Name of Activity and Brief Description

(2) Quantity and Quality Standards for Acceptance (3) Method of Documentation

(4) Critical Timelines

Professional development opportunity that focuses on the social services available for Haitian Refugee students. (Breeze presentation)

Professional development activity that focuses on the utilization of native language support, as well as developing cross-cultural awareness

Meets technical specifications

Content accurate and complete

List of participants

Sign-in sheets

June, 2009

June, 2009

2 June 2007

FORMAL THIRD-PARTY EVALUATION FORM (A formal evaluation conducted by a party not employed by the fiscal agent either under contract with the project recipient or under the auspices of the DOE.)

I (3) Date(s) Evaluation J..1.l3;cope of Evaluation and Brief Desc_r-'.ip_lt_io_n______+-'-(:2-L~)_T..LJ_yp_4e_o_f_E_n_ti_"ty~C_o_n_d_u_ct_in-"9__E_va_l_u_at_io_n____f-t_o_B_e_C_o_n_d_uc_t_e_d~_----4

Compliance Review Selected Peer Reviewers from the Department of June, 2009 Multicultural Education

June 2007

A) TAPS Number: Name of Eligible Recipient: 09C400

B)

Project Number: (DOE USE ONLYl

DOE 101 Revised 12/07 Page 1 of 2 Dr. Eric J. Smith, Commissioner

FLORIDA DEPARTMENT OF EDUCATION BUDGET NARRATIVE FORM (1) (4) FUNCTIO (2) (3) FTE (5) N OBJECT ACCOUNT TITLE AND NARRATIVE POSITION AMOUNT

5130 511 Instructional support materials: 0 125,000.00

·Purchase content area books in Haitian Creole to supplement District purchased materials for use in the classroom as well providing multi-leveled books for use at the Haitian Center for Family Services. ·Purchase additional classroom materials in Haitian Creole including: maps, charts, leveled readers, and manipulatives. (Materials purchased will be implemented in the after-school tutorial, the intensive summer program, and the newcomer refugee program). ·Purchase content area reading books in English with varying lexiles to enhance the Haitian refugee students' comprehensible input. Books will also be available for parents of refugee students through the Catholic Family Services to help promote English learning. ·Purchase software to enhance literacy and math instruction. ·Purchase supplemental materials that will assist in

developing Haitian refugee students' career and college awareness. ·Purchase materials for professional development

activities. ! ·Purchase materials to be utilized in parent involvement

activities, including community resource information through the IFHEC.

i

0 60,000 5130 1840 Part time in system:

Funds will be allocated to hire substitutes for classroom teachers who participate in staff development. Funds will i

be additionally used to hire, curriculum writers, supplements, tutorial instructors, summer bilingual guidance counselors, and 6th period supplements.

5130 220 Benefits: 0 870.00

Medicare 1.45% 5130 240 Benefits: 0 1500.00

Workman's Comp 0.2.5% 5130 250 Benefits: 0 210.00

Unemployment 0.35%

DOE 101 Revised 12/07 Page 2 of2 Dr. Eric J. Smith, Commissioner

6304

6304

6304

6304

6304

6150

6304

6304

6402

5130

7200

1840

1840

1840

1840

1840

399

7925

511

310

7920

794

Part time in system: 0 20,000.00

-These funds will be allocated for district-based curriculum writers

Benefits: 0 21.00

Retirement 10.5% Benefits: 0 1530.00

FICA/Med 7.65% Benefits: 0 500.00

Workman's Compo 2.5% Benefits: 0 70.00

Unemployment 0.35% Other purchased Services: 0 10,000.00

-Funds will be allocated for bus transportation and related operating costs to allow students to attend career/educational or heritage celebrations in conjunction with Children Services Council.

Printing: 0 15,000.00

-Funding will be allocated for printing services for district and community based organizations to provide information and materials for parent involvement opportunities, college expo, and professional development. Funds will be used to provide materials and supplies in 0 13,309.44

the areas of second language acquisition, multicultural education, and staff development. Consultants: 0 5,000.00

-Funds will be allocated to have professional speakers present to stud~nts, teachers and parents. Transportation: 0 10,000.00

-Funds will be allocated for transportation during student college tour, as well as library visits. These activities will expose and motivate refugee students to pursue college and career education after high school, and will be coordinated in collaboration with Children's Services Council

0 5,367.56

Indirect Cost: indirect cost rate 2.0%

~

DOE 101 Revised 12/07 Page 30f2 Dr. Eric J. Smith, Commissioner

378.00

DOE 101 Revised 12/07 Page 4of2 Dr. Eric J. Smith, Commissioner

Instructions Budget Narrative Form

This form should be completed based on the instructions outlined below, unless instructed otherwise in the Request for Proposal (RFP) or Request for Application (RFA).

A. Enter Name of Eligible Recipient.

B. (DOE USE ONLY) COLUMN 1

FUNCTION: SCHOOL DISTRICTS ONLY: Use the four digit function codes as required in the Financial and Program Cost Accounting and Reporting for Florida Schools Manual.

COLUMN 2

OBJECT: SCHOOL DISTRICTS: Use the three digit object codes as required in the Final1cial and Program Cost Accounting and Reporting for Florida Schools Manual.

COMMUNITY COLLEGES: Use the first three digits of the object codes listed in the Accounting Manual for Florida's Public Community Colleges.

UNIVERSITIES AND STATE AGENCIES: Use the first three digits of the object codes listed in the Florida Accounting Information Resource Manual.

OTHER AGENCIES: Use the object codes as required in the agency's expenditure chart of accounts.

COLUMN 3 - ALL ApPLICANTS:

ACCOUNT TITLE: Use the account title that applies to the object code listed in accordance with the agency's accounting system.

NARRATIVE: Provide a detailed narrative for each object code listed. For example:

• SALARIES - describe the type{s) of positions requested. Use a separate line to describe each type of position. • OTHER PERSONAL SERVICES describe the type of service{s) and an estimated number of hours for each type of position. OPS is

defined as compensation paid to persons. including substitute teachers not under contract, who are employed to provide temporary services to the program.

• PROFESSIONAL/TECHNICAL SERVICES - describe services rendered by personnel, other than agency personnel employees, who provide specialized skills and knowledge.

• CONTRACTUAL SERVICES AND/OR INTER-AGENCY AGREEMENTS - provide the agency name and description of the service{s) to be rendered. • TRAVEL provide a description of each type of travel to be supported with project funds, such as conference{s), in district or out of

district, and out of state. Do not list individual names. List individual position{s) when travel funds are being requested to perform necessary activities.

• CAPITAL OUTLAY - provide the type of items/equipment to be purchased with project funds. • INDIRECT COST - provide the percentage rate being used. Use the current approved rate. (Reference the DOE Green Book for

additional guidance regarding indirect cost.)

COLUMN 4 - MUST BE COMPLETED FOR ALL SALARIES AND OTHER PERSONAL SERVICES.

FTE -Indicate the Full Time Equivalent based on the standard workweek for the type of position) number of positions to be funded. Determine FTE by dividing the standard number of weekly hours (e.g., 35 hours) for the type of position (e.g., teacher aide) into the actual work hours to be funded by the project.

COLUMN 5

AMOUNT - Provide the budget amount requested for each object code.

C. TOTAL - Provide the total for Column (4) on the last page. Must be the same amount as requested on the DOE-1 OOA or B.

DOE 101 Revised 12107 Page 5 of2 Dr. Eric J. Smith, Commissioner

GENERAL EDUCATION PROVISIONS ACT (GEPA) Section 427

The School District of Palm Beach County, (SDPBC), Florida, is proposing a

program under the Florida Increasing Refugee Student Achievement grant program to

provide supplementary services to meet the academic and social needs of Haitian refugee

students and their families. Proposed goals include: (1) Provide social services and

supplementary materials to meet the specific needs of refugee children, youth and their

families; (2) Provide professional development opportunities to personnel working with

Haitian refugee students so that they have a better understanding of the Haitian culture

and a greater knowledge of best instructional practices to work with this population. (3)

Provide a specialized program designed to bridge the multicultural and literacy gaps of

Haitian refugee students entering middle and high schools (4) Increase refugee students'

academic performance and attainment of the Sunshine State Standards through tutoring

services, the summer intensive program, and the newcomer program; and (5) Implement

meaningful parent training and community outreach programs through collaborative

effOlis with community and faith based organizations to improve the education of refugee

students and their families.

In addition, the School District of Palm Beach County has the following

plans, policies and procedures to assure equitable access to, and patiicipation in its

programs and activities: Programs for Disabled Students, Section IHBA; Programs for

Disadvantaged Students, Section IHBC; Equal Education Opportunities, Section JB;

Drug-Free Workplace, Section GBEC; and Equal Opportunity Employment, Section G­

BA. No eligible student, faculty member, student family member or community service

member will be denied access to the services and/or training because of gender, race,

national origin, color, disability or age.