Funding News leader, information about each project’s ... · The School Library System program...

Grants & Specially Funded Programs - Briefing Book 2013-14

OVERVIEW

Grants and specially-funded programs are most often developed, supervised, and programmatically managed at the department or divisional level within Eastern Suffolk BOCES. Primary responsibility for the daily implementation of project activities rests with the project supervisor who acts under the direction of the Administrative Council and/or Cabinet member of the department and/or division in which the grant is seated. The Department of Business Services provides fiscal oversight and support to supervisors of grants and specially-funded projects. Ongoing fiscal monitoring of grant projects, as well as preparation of interim and final financial reports, is the responsibility of the Specially-Aided department through the supervision of the agency's Director of Business Services and with general direction of the Associate Superintendent for Management Services. Over 29 million dollars of specially funded projects were facilitated in the 2013-14 year. The Office of Planning and Program Improvement, within the Central Administration, facilitated approximately fifteen million dollars for program administrators as they developed applications for grants and specially-funded projects. The Office of Planning and Program Improvement assures timely flow of paperwork (RFP's, applications, amendments and approvals) through the central office of the agency to appropriate administrative staff for processing. As such, it acts as a liaison between the various offices involved in grant funded programs within the agency and with county, state, and federal agencies, as necessary. In addition, the Planning and Program Improvement Office serves as a central repository for programmatic grant records (RFP's, applications, approvals, and programmatic reports, excluding financial records, which are maintained in the Department of Business Services). The Office of Planning and Program Improvement reviews all grant activity in the agency and prepares reports on funded programs for inclusion in the Board agenda. In order to optimize funding from non-district sources, the office seeks out and provides information to Administrative Council members and professional staff about upcoming funding opportunities consistent with agency programs and initiatives. When requested by the Central Administration, the office may prepare, or provide support to other staff who prepare applications responding to Requests for Proposals which further agency goals. The Office of Planning and Program Improvement also produces a newsletter, Funding News, which highlights a variety of grant and specially-funded project opportunities. The following pages summarize the major grants and specially-funded projects which operated during the 2013-14 school year. This Briefing Book is released in the winter following the close of the fiscal reporting period, which is in the Fall of the calendar year. Organized by project leader, information about each project’s goals, activities, outcomes and budget is described. A projection is provided concerning program continuation in the 2014-2015 school year.


TABLE OF CONTENTS

INTRODUCTION / OVERVIEW ................................................................................................... i Arnold, Leah- Director of Career, Technical and Adult Programs New York Pathways Innovation Network ............................................................................. 1 Barraco, Gail – Administrative Coordinator School Library Systems – Categorical Aid for Automation .................................................... 2 School Library Systems – Operating Aid .............................................................................. 3

School Library Systems – Supplementary Aid ...................................................................... 4 Brady-Mendez, Terri – Program Administrator Intensive Teacher Institute in Bilingual Education and English as a Second Language (ITI-BE) ............................................................................................................................... 5 Intensive Teacher Institute in Bilingual Special Education (ITI-BSE) .................................6-7 Long Island Bilingual Education Resource Network (RBE-RN) ........................................ 8-10 Nassau Title III Part A Consortium, NCLB ..................................................................... 11-12 Suffolk Title III Part A Consortium, NCLB ...................................................................... 13-14 Brown, Carol – Administrative Coordinator Arts-in-Education Model Demonstration & Dissemination (AEMDD) ............................. 15-16

Conlin, Elaine- Program Administrator Medicaid in Education ........................................................................................................ 17 Dembia, Robert – Administrative Coordinator

Jail Education Program .................................................................................................. 18-20 Perkins VATEA II Criminal Offender ............................................................................... 21-22

Egloff, Barbara – Divisional Administrator Employment Preparation Program (EPE) ........................................................................... 23 Workforce Investment Act (WIA Civics) .............................................................................. 24

Workforce Investment Act (WIA Title II Adult Education) .................................................... 25 WIA Title II Literacy Zone – Riverhead .......................................................................... 26-27 Kiley, Janet – Program Administrator

OPWDD Supported Employment ....................................................................................... 28 Perkins IV Title I Secondary Basic Formula ......................................................................... 29 Supported Employment ....................................................................................................... 30

Leone, Vincent – Program Administrator

Regional Special Education-Technical Assistance Support Center (RSE-TASC) Part 1 and Part 2 ....................................................................................... 31-34

McGrath, Vicki-Administrative Coordinator Wal-Mart Community Contribution ...................................................................................... 35 Miles, Michael-Program Administrator Chemical Dependency Service Agreement ............................................................... 36-37 School Counselors in Central Islip Elementary Schools ........................................... 38-39


Moore, Ellen – Administrative Coordinator

Learning Technology Grant ............................................................................................ 40-41

Schnurman, Julia – Family Education Outreach Programs (FEOP) – Coordinator Esperanza Homeless ..................................................................................................... 42-43 Long Island-Metro Migrant Education Tutorial Services) ................................................ 44-45 ES-BOCES- Brentwood McKinney-Vento Consortium .................................................... 46-47 ES-BOCES- William Floyd McKinney-Vento Consortium ............................................... 48-49 ES-BOCES- Regional McKinney-Vento Consortium ....................................................... 50-51

Singer, Donna, - Program Administrator Carl D. Perkins Vocational Education Act Basic Grant (VATEA) ......................................... 52 Suffolk County Workforce Investment Act (WIA County) ..................................................... 53

Grants & Specially Funded Programs - Briefing Book 2013-14 1

New York Pathways Innovation Network

(NYPIN)

Supervised by Leah Arnold, Director of Career,Technical,and Adult Education 10/29/13- 6/30/14

Name of Funder: Successful Practices Network Project Description: Eastern Suffolk BOCES, Western Suffolk BOCES and Nassau BOCES participate in the New

York Pathways Innovation Network to design a college-career pathway network to significantly

improve academic, post-secondary and career outcomes for Long Island Student.

Highlights of 2013-14 Locally, two school districts participated in the first year of a two year project, designed to create

career pathways opportunities for all high school students in these districts. Hampton Bays and

Longwood met regularly with a national expert to craft a purposeful and engaging experience

that leads students toward the development of career goals, not just a high school diploma.

Activities/Outcomes: In addition to participating in several local, statewide and virtual meetings, seven administrators

attended the Academies of Nashville Study in Nashville, TN to explore and learn about the

strategies, structures and tactics producing real progress in high school reform in Nashville.

They observed Academies in action first hand and had opportunities to reflect and discuss the

program on site.

Projections of Major Actions for 2014-2015:

For the upcoming school year, we plan to continue our involvement in local and statewide

meetings as well as sending additional administrators to the Academies of Nashville Study in

Nashville, TN.

CoSer: F955

$20,000

Total Budget Funds for the 2013-2014 Fiscal Year: $20,000


School Library Systems – Categorical Aid for Automation

Supervised by: Gail Barraco, Administrative Coordinator Project # 0364-14-0036 7/1/13– 6/30/14

Name of Funder: Library Services and Technology Act – Federal through State Funding Project Description: Expanding resource sharing through the Virtual Reference Collection and the Digital Media Library are the primary objectives for the Categorical Aid for Automation funds. Highlights of 2013-14: A portion of the funds were designated toward purchases for updates to the Digital Media Library. Activities/Outcomes: Payment of second installment toward NBC Learn,

Projections of Major Actions for 2014-15: Categorical Aid rollover funds of ($18,265) are targeted toward the purchase of supplies, memberships, telephone, subscriptions and conference travel materials.

CoSer: F920

$18,265



School Library Systems – Operating Aid

Supervised by: Gail Barraco, Administrative Coordinator Project # 0365-14-0036 07/1/13 – 06/30/14

Name of Funder: Library Services and Technology Act – Federal through State Funding Project Description: The School Library System program enables schools to participate in the development of a system-wide database and provides regional resource sharing among libraries. Staff development for librarians is provided on topics germane to school library programs. Highlights of 2013-14 Activities/Outcomes: Operating aid has been expended on salaries and benefits for School Library System staff and indirect costs.

Projections of Major Actions for 2014-15: Operating aid rollover ($20,629.42) will be used to purchase an upgrade to our Digital Media Library Service and to purchase eBooks for the Virtual Reference Collection.

CoSer: F960

$182,653



School Library Systems – Supplementary Aid

Supervised by: Gail Barraco, Administrative Coordinator Project # 0365-14-1036 7/1/13 – 6/30/14

Name of Funder: Federal funds through New York State Education Department

Project Description: These resources enable schools to participate in a system-wide database, provide staff development, and provide staff support to our districts. Highlights of 2013-14 Activities/Outcomes: Aid is used to support library service to our districts. The amount of $22,630.92 was targeted toward salary, benefits ($16,894.82), and indirect costs ($1435.00).

Projections of Major Actions for 2014-15: We will bring in consultants for professional development: Mary Zdrowjewski,”Engaging Students with the Empire Information Fluency Continuum”: CeCe Fuoco, “ The Symbiotic Relationship between the Classroom Teacher and the School Librarian”; Paige Jaeger, “Repacking Research for the Common Core”; Brian Heinz,” Far Side of the Writer’s Desk”; Todd Strasser, “Writing for Young People: Not Always Common Except at Its Core”, Denis Belliveau, “In the Footsteps of Marco Polo”, and Mary Beth Zeman, “Tales of a Jailhouse Librarian’.”

CoSer: F968

$52,695



Intensive Teacher Institute in Bilingual Education and English as a

Second Language (ITI-BE)

Supervised by: Terri Brady-Méndez, Program Administrator Project # C009049 7/1/13 – 6/30/14

Name of Funder: New York State Education Department Office of Bilingual Education and Foreign Language Studies (OBE-FLS) Project Description: This program addresses the shortage of highly qualified Bilingual Education and English as a Second Language (ESL) teachers in general education by providing tuition assistance for 15 college credits in order to pursue and complete the coursework required to obtain appropriate certification in those areas. In addition, the ITI-BE program assists junior and senior undergraduate students in obtaining these certifications through a two-year tuition remission program. The program goals for 2013-2014 were: (a) to provide tuition remission for the remaining Bilingual and ESL ITI-BE Program participants in general education to complete college coursework to meet certification requirements at accredited institutions of higher education throughout NYS; (b) to provide tuition assistance to pre-service undergraduate students in their senior year to complete coursework that would allow them to enter the fields of Bilingual Education or ESL upon graduation, and (c) to enable school districts to build educational capacity in the areas of Bilingual Education and English as a second language for the general education ELL population. Highlights of 2013-2014: Activities/Outcomes:

Tuition assistance was provided to 84 participants, which included 66 teachers at the

graduate level and 18 students at the undergraduate level. These participants were

enrolled in 18 different universities statewide.

Finally, ITI-BSE staff collaborated with the ITI-BE in organizing two Statewide Meetings

(Fall 2013 and Spring 2014) at Teachers’ College of Columbia University for all

participating IHEs.

Projections of Major Actions for 2014-2015: The ITI-BE only received approval for funding on a one-year extension that expired on June 30, 2014. The sole purpose of this extension was to ensure that all of the continuing graduate and undergraduate level participants as of July 1, 2013 would be able to complete the coursework for which tuition assistance had been promised. This goal was accomplished. A new RFP for a “Clinically Rich Intensive Teacher Institute in Bilingual Education and ESL (CR-ITI-BE)” was released by NYSED in February 2014, in which only Institutions of Higher Education (IHEs) were permitted to become applicants for this next iteration of the program. Thus, the ITI-BE Program at Eastern Suffolk BOCES was eliminated in 2014-2015.

CoSer: F912 $581,916



Intensive Teacher Institute in Bilingual Special Education

(ITI-BSE)

Supervised by: Terri Brady-Méndez, Program Administrator Project # C008918 7/1/13 – 9/30/14

Name of Funder: New York State Education Department P-12 Office of Special Education (OSE)

Project Description:

The ITI-BSE addresses the shortage of certified bilingual special education teachers, bilingual teachers of students with speech and language disabilities, and bilingual pupil personnel professionals (school social workers, school guidance counselors, and school psychologists) working in both New York State approved preschool bilingual special education programs and those serving disabled ELL students in the kindergarten to twelfth grades continuum. The main purpose of the Intensive Teacher Institute in Bilingual Special Education (ITI-BSE) is to provide tuition assistance for 15 credits leading to a New York State Bilingual Education Extension or English as a Second Language Certification for candidates who are working in bilingual special education settings. The ITI-BSE worked in collaboration with 21 institutions of higher education (IHEs), 16 institutions participated at the graduate level, two (2) IHEs participated at the undergraduate level, and three (3) IHEs participated at both the graduate and undergraduate levels, to ensure qualified personnel serving identified LEP students enrolled in appropriate Bilingual Education and English as a Second Language courses. In addition, the ITI-BSE provides tuition remission for undergraduate students who are either currently employed as paraprofessionals or pre-service junior and senior undergraduate students aspiring to become bilingual special education teachers in NYS.

Highlights of 2013-14 Activities/Outcomes: In the academic year 2013-2014, there were a grand total of two hundred and seventy-seven (277) participants. From those, one hundred ninety-eight (198) were teachers or pupil personnel professionals, seventy (70) were teacher assistants/ paraprofessionals, and nine (9) were pre-service undergraduate students. The ITI-BSE added also one new program of study for special educators at the graduate level at Canisius College in Buffalo, which will offer a Bilingual Special Education Extension Program. We were very pleased to add another university resource for Special Educators in the far western region of New York State. Finally, ITI-BSE staff collaborated with the ITI-BE in organizing two Statewide Meetings (Fall 2013 and Spring 2014) at Teachers’ College of Columbia University for all participating IHEs

CoSer: F954

$924,528



Projections of Major Actions for 2014-15 The ITI-BSE will continue to carry out the mandates of its NYSED Contract, which includes ongoing recruitment efforts of potential candidates for the program, tracking and reporting regularly on progress of all ITI-BSE participants, providing technical assistance to potential and active program participants and university contacts, certification officers and bursars, as well as continuing outreach efforts to expand the number of collaborating Institutions of Higher Education (IHEs) across New York State, and organizing Statewide Meetings for collaborating IHEs in conjunction with the NYSED Office of Special Education


Long Island Regional Bilingual Education Resource Network (RBE-RN)

Supervised by: Terri Brady-Méndez, Program Administrator Contract # C010803 7/1/13 – 6/30/14

Name of Funder: NYSED Office of Bilingual Education and Foreign Language Studies (OBE-FLS) Project Description: The Long Island Regional Bilingual Education Resource Network (L.I. RBE-RN) at Eastern Suffolk BOCES is the re-configured NYSED network (formerly Nassau and Suffolk BETACs) that is responsible for providing free technical assistance, professional development opportunities, and consultations on programs and all other services related to the education of English Language Learners (ELLs) to all districts across Long Island. The L.I. RBE-RN now provides these services to the 125 Nassau and Suffolk County school districts in all three L.I. BOCES service areas. The total enrollment of ELLs on Long Island now exceeds 28,000 students. The L.I. RBE-RN now provides specialized technical assistance, program consultation services, and individualized professional development opportunities in 24 L.I. districts targeted by NYSED’s Accountability System as needing intensive interventions to improve their educational programs and services for ELLs. The L.I. RBE-RN works collaboratively with NYSED staff and our Regional Network Partners in providing “content experts” for State reviews of districts and schools that have been identified for review under the newly developed “Diagnostic Tool for School and District Effectiveness (DTSDE). Highlights of 2013-14 Activities/Outcomes:

Eastern Suffolk BOCES administered the reconfigured Regional Bilingual Education – Resource Network (RBE-RN) for all of Long Island. The main administrative office remained at the ESB Sherwood Instructional Support Center, and it served the 69 districts in Suffolk County. A satellite was maintained at the Lupinskie Center at Nassau BOCES, and the staff there served the 56 Nassau school districts. Eastern Suffolk BOCES served as the fiduciary agent for both offices. During the ten months of the 2013-2014 school year, the L.I. RBE-RN planned and provided staff development workshops/presentations/conferences for 1,823 educators, students, and families of ELLs. The L.I. RBE-RN staff provided over 100,000 instances of technical assistance via phone, e-mail to individuals and via Coordinator and Teacher listservs, teleconferences, and on-site or in-office consultations and meetings. Dissemination of NYSED memoranda and other critical information regarding the education of ELLs via e-mail listservs to all district ESL/Bilingual Coordinators and teachers has become a major mechanism to ensure that we meet our regional contractual mandates. The introduction of a revised New York State Identification Test for English Language Learners (NYSITELL) in 2014 also necessitated extensive professional development in the region. Four half-day “turnkey” training sessions on administering and scoring the new assessment were offered. Over 100 of the 125 school districts and charter schools in the Long Island region were represented at these four training workshops. In preparation for the above NYSITELL Training Sessions, the Director of the L.I. RBE-RN was charged by NYSED to create the PowerPoint presentations on the NYSITELL assessment that would be used by all RBE-RNs on a statewide basis.

CoSer: F958

$1,370,175


The 2014 Long Island Teachers’ Institute was held at the Melville Marriott on April 8th. Its theme this year was Strengthening Common Core Based Instruction for English Language Learners. Over 345 educators of ELLs on Long Island and across New York State attended this event, which featured a morning plenary session at which the newly appointed NYSED Associate Commissioner, Angélica Infante-Green, was our keynote speaker. A second featured presenter in the morning plenary was Dr. Patricia Velasco, Assistant Professor at CUNY Queens, who is also the Director of NYSED’s Bilingual Common Core Initiative (BCCI). Concurrent with the planning and presentation of the L.I. Teachers’ Institute, two L.I. REB-RN staff members carried out the required responsibilities for selecting and training 59 high school juniors and seniors for the annual Puerto Rican/Hispanic Youth Leadership Institute (PR/HYLI) that took place in Albany from March 22nd through 24th. Evidence of the excellence of the training that took place was demonstrated in that of the 40 student delegates who were ultimately chosen to attend the event, seven (7) of them were awarded the coveted PR/HYLI scholarship, out of a total of 30 scholarships that were presented. In addition, the L.I. RBE-RN provided individualized services to the twenty-four (24) NYSED targeted Long Island districts based on their identification under Title III Accountability requirements. Moreover, NYSED mandated that two of our L.I. RBE-RN staff participate as “content experts” for ELLs on NYSED’s “Diagnostic Tool for School and District Effectiveness (DTSDE) Review Teams” identified as not meeting accountability targets for ESEA Title I. This shift in focus of the L.I. RBE-RN’s activities required a transformation in deployment of personnel, and presented the program with staffing challenges resulting from constantly changing priorities based on new NYSED mandates, while no “mandate relief” on other contractual requirements has been granted. The challenge to continue to meet the needs of all districts in our region was addressed through the institution of a series of five (5) bi-monthly meetings open to all Bilingual and ESL Coordinators across Long Island, during which “turnkey” professional development sessions were featured. All of these sessions were well-attended and the evaluation feedback was very positive, as evidenced by RBE-RN Feedback Survey Results on all professional development sessions provided during the year, the mean score was 4.7 on a scale of 1 to 5.

Projections of Major Actions for 2014-15: As mentioned above, the focus of the work of the Long Island RBE-RN was shifted to place a much greater emphasis on working intensively with those districts that were identified on NYSED’s NCLB Title III Accountability System. In 2014-15, L.I. RBE-RN staff will again be deployed to provide on-site technical assistance and professional development to fourteen (14) targeted districts. In addition, NYSED has mandated that our L.I. RBE-RN staff continue to participate as “content experts” for ELLs in using the “Diagnostic Tool for School and District Effectiveness (DTSDE) in Title I identified districts as part of NYSED’s Title I/ESEA Differentiated Accountability System. This most recent modification of the contract continues to affect deployment of staff as well as changes in priorities, and will influence the degree of service that can be provided to “non-targeted” districts and schools in the catchment area. To the extent possible, the Long Island RBE-RN staff will continue to strive to meet the needs of all educators in all districts and schools in our region to ensure that bilingual and ESL programs across Long Island will maintain equity and excellence in the education of ELLs. As mentioned in the “accomplishments” section above, the L.I. RBE-RN will continue its series of five (5) bi-monthly meetings open to all Bilingual and ESL Coordinators across Long Island, as a result of the success of this initiative last year.

Total Budget Funds for the 2013-14 Fiscal Year: $1,370,175


In addition, major amendments to the Commissioner’s Regulations Part 154 (CR Part 154) have been proposed to the New York State Board of Regents, who is expected to approve them as they are introduced throughout 2014-15. Implementation of these new CR Part 154 regulations will be required in the 2015-16 school year. Due to the extensive revisions of these regulations, significant professional development opportunities will need to be provided to all 125 districts in the catchment area to ensure that the regulations are clearly understood and properly implemented next year. Moreover, a significant change in the New York State English as a Second Language Achievement Test (NYSESLAT) is anticipated to occur in May 2014. In preparation for this revision to the test, our office expects to deliver several professional development sessions across Long Island so that the teachers of ELLs will become familiar with the new format and item types that will be included. Finally, the L.I. RBE-RN’s contract was extended for one more year, terminating on June 30, 2015. NYSED officials stated in September of 2014 that a new RFP for a long-term continuation of the RBE-RN Network is in process, and that it should be released in the Spring of 2015. Eastern Suffolk BOCES will submit a proposal to continue to operate an RBE-RN on Long Island once the new RFP is released.


Nassau Title III Part A Consortium, No Child Left Behind (NCLB)

Supervised by: Terri Brady-Méndez, Program Administrator Project # 0293-13-1724 9/1/13 – 8/31/14

Name of Funder: New York State Education Department, Office of Bilingual Education and Foreign Language Studies (OBE-FLS) Project Description: NCLB Title III Part A funds are utilized by this consortium to meet, supplement and enhance English language acquisition in ESL programs by incorporating NYS learning standards and strategies in classroom instruction through the use of instructional technology. The Nassau Title III Consortium was created to assist the English as a Second Language (ESL) programs in 18 component districts in Nassau County through the incorporation of computer technology and technological applications in order to improve the instruction of English Language Learners (ELLs) in grades K-12. As Lead Applicant, the L.I. RBE-RN at Eastern Suffolk BOCES receives the Title III funding allocations for the 18 constituent districts and arranges for all activities related to the grant. The instructional component of the Title III Consortium is provided through a partnership with a Technology Integration Specialist from the Nassau BOCES Model Schools Programs who also provides the ESL teachers with assistance in analyzing assessment data to inform and adjust their instructional practice. Over the course of the year, a Consortia Orientation Session for collaborating district administrators is held, nine (9) full-day professional development sessions are offered (each session is offered three times), along with a “Celebration of Learning” professional development day provided for its culminating activity in June. In addition, two on-site visits are conducted by the Model Schools consultant at each participating district. In 2013-2014, 46 ESL teachers of 682 ELL students in Nassau County benefited from this program. It should be noted that the L.I. RBE-RN, as lead applicant for the Nassau Title III Consortium, ensured that 32% (18 of 56) of the school districts in Nassau County had access to their allocated Title III funding in 2013-2014. Highlights of 2013-14 Activities/Outcomes: Consortia Orientation Session for all constituent districts in the Nassau and Suffolk Title III Consortia was held on October 24, 2013 at the Western Suffolk BOCES Conference Center in Wheatley Heights. This meeting provides an overview of staff development modules and technology to be presented in 2013-14, and samples of lessons/learning experiences developed by teachers and students during the 2012-2013 academic years. The Nassau Title III Consortium’s professional development activities focused on data analysis with an emphasis on iPad applications that support the NYS Common Core State Learning Standards, as evidenced by the following training sessions: Session I: Improving Instruction of ELLs: NYS Common Core Learning Standards for English Language Arts & Literacy (November 6, 7, and 8, 2013); Days 4, 5, & 6 (December 10, 11 and 12, 2013): Session II: Integrating iPads into the Instruction of ELLs: NYS Common Core Learning Standards for Mathematics; and Days 7, 8 & 9 (January 21, 22, and 23, 2014); Session III: Integrating iPads into the Instruction of ELLs: NYS Common Core Learning Standards for Literacy in Social Studies & Science. The culminating activity of the Nassau Title III Consortium was the annual Celebration of Learning: Exhibition and

CoSer: 978 $207,738


Presentation of Learning Experiences to Peers held on June 6, 2014 at the Western Suffolk BOCES Conference Center in Wheatley Heights, and it was very well received. An on-line publication of the “Learning Experiences” that were submitted and presented by the Consortium’s ESL teachers is available for viewing and downloading at: http://www.esboces.org/Page/383. The purchase of cutting-edge technology, including acquisition of wireless printers, additional iPads and a variety of iPad apps, along with web-based subscriptions such as BrainPop ESL, Encyclopedia Britannica On-Line and TumbleBooks, continued our efforts to assist teachers in optimizing their use of the technology in the classroom. Projections of Major Actions for 2014-15:

In 2014-2015, the Nassau Title III Consortium will continue its collaboration with the Nassau BOCES Model Schools Program Consultant. The consultant will again be involved in presenting nine full-day training sessions for ESL teachers in the Nassau BOCES constituent districts, as well as providing embedded mentoring in which she will visit each of the Suffolk Consortium districts three times, an increase of one visit per district. Additional emphasis will be placed on including the NYS Common Core Learning Standards in ELA and Mathematics in all professional development activities and to ensure that they are included in the Learning Experiences developed during the year. Once again, it is anticipated that the annual culminating activity, “The Celebration of Learning Experiences” will be held as a joint event with both the Nassau and Suffolk Title III Consortia’s ESL teachers participating in June of 2015.



Suffolk Title III Part A Consortium, No Child Left Behind (NCLB)

Supervised by: Terri Brady-Méndez, Program Administrator Project # 0293-13-3285 9/1/13 – 8/31/14

Name of Funder: New York State Education Department, Office of Bilingual Education and Foreign Language Studies (OBE-FLS) via NCLB Title III Funding from the U.S. Department of Education Project Description: NCLB Title III Part A funds are utilized by this consortium to meet, supplement and enhance English language acquisition in ESL programs by incorporating NYS learning standards and strategies in classroom instruction through the use of instructional technology. The Suffolk Title III Consortium was created to assist the English as a Second Language (ESL) programs in 31 component districts in Suffolk County through the incorporation of computer technology and technological applications in order to improve the instruction of LEP students in grades K-12. As Lead Applicant, the L.I. RBE-RN at Eastern Suffolk BOCES receives the Title III funding allocations for the 31 component districts and arranges for all activities related to the grant. It is significant to note that the L.I. RBE-RN at Eastern Suffolk BOCES, as lead applicant for the Suffolk Title III Consortium, ensured that 45% (31 of 69) of the school districts in Suffolk County had access to their allocated Title III funds this year. The instructional component of the Title III Consortium is provided through a partnership with two Technology Integration Specialists, one each from the Model Schools Programs of Eastern and Western Suffolk BOCES. Six years ago, a Shared Data Expert consultant from the Eastern Suffolk BOCES Regional Information Center was added to assist the ESL teachers in interpreting assessment data so that they could use it to inform and adjust their instructional practice. Over the course of the year, a Consortia Orientation Session for collaborating district administrators is held in the fall, six full-day professional development sessions (three each in the “western corridor” and the “eastern corridor” of Suffolk County), along with a “Celebration of Learning” professional development day serves as its culminating activity in June. In addition, three days of embedded coaching of teachers in the 31 component districts are included in the program’s implementation. In 2013-2014, 62 ESL teachers of 973 ELL students in Suffolk County benefited from this program. Highlights of 2013-14 Activities/Outcomes: An Orientation Session for all constituent districts in the Nassau and Suffolk Title III Consortia was held on October 24, 2013 at the Western Suffolk BOCES Conference Center in Wheatley Heights. This meeting provides an overview of staff development modules and technology to be presented in 2013-14, and samples of lessons/learning experiences developed by teachers and students during the 2012-2013 academic years. The Suffolk Title III Consortium’s professional development activities focused on data analysis and an classroom implementation of the NYS Common Core State Learning Standards, as evidenced by the following training sessions: Session I: Improving Instruction of ELLs: Data Analysis and NYS Common Core Learning Standards for English Language Arts & Literacy 1 (Sessions held on Nov. 14 and 19, 2013); Session II: Improving Instruction of ELLs: NYS Common Core Learning Standards for Mathematics (Sessions held on Dec. 12 and 17, 2013); Session III: Improving Instruction of ELLs: NYS Common Core Learning Standards for Literacy in Social Studies & Science

CoSer: F976

$195,115


(Sessions held on Jan. 14 and 21, 2014). Each of the 31 districts was provided with three (3) on-site embedded coaching visits by the collaborating trainers to follow up on the professional development sessions that had been provided. In addition to enhancing efforts to expand teachers’ ability to analyze and utilize State assessment data, this year’s professional development required teachers to utilize the NYS Common Core State Standards in their instruction of ELLs. The culminating activity of the Suffolk Title III Consortium was the annual Celebration of Learning: Exhibition and Presentation of Learning Experiences to Peers held on June 6, 2014 at the Western Suffolk BOCES Conference Center in Wheatley Heights, and it was very well received. An on-line publication of the “Learning Experiences” that were submitted and presented by the Consortium’s ESL teachers is available for viewing and downloading at: http://www.esboces.org/Page/383. The purchase of cutting-edge technology, including acquisition of wireless printers, additional iPads and a variety of iPad apps, along with web-based subscriptions such as BrainPop ESL, Encyclopedia Britannica On-Line and TumbleBooks, continued our efforts to assist teachers in optimizing their use of the technology in the classroom.

Projections of Major Actions for 2014-15: In 2014-2015, the Suffolk Title III Consortium will continue to collaborate with the two Technology Integration Specialists contracted through the Eastern Suffolk BOCES and Western Suffolk BOCES Model Schools Programs, and with the Suffolk Regional Information Center (RIC) in providing customized data analysis through a Shared Data Expert. The Models Schools’ staff developers and the RIC consultant will be involved in presenting all training sessions for ESL teachers in both BOCES regions, as well as providing embedded coaching in which they visit each of the Suffolk Consortium districts. Additional emphasis will be placed on including the NYS Common Core Learning Standards in ELA and Mathematics in all professional development activities and to ensure that they are included in the Learning Experiences developed during the year. Once again, it is anticipated that the annual culminating activity, “The Celebration of Learning Experiences” will be held as a joint event with both the Nassau and Suffolk Title III Consortia’s ESL teachers participating in June of 2015.



Arts-in-Education Model Demonstration & Dissemination

(AEMDD) – Creative Classroom Collaboratives

Supervised by: Carol Brown, Administrative Coordinator Project # U351D100124 7/1/13-6/30/14

Name of Funder: United States Department of Education Project Description: The purpose of this grant is to foster 21st Century skills for teachers and students by encouraging creativity and collaboration utilizing the arts in all areas of teaching and learning. ESBOCES will share the tools for teaching and learning throughout the New York State and national education communities.

In partnership with Tilles Center for the Performing Arts, Westhampton Beach Performing Arts Center, arts education consultant Laura Reeder, and Metis Associates evaluators, ESBOCES is bringing the program and residencies to grades 2 through 4 students through their classroom and specialty teachers in the William Floyd and Riverhead school districts. The program is linked to the New York State and national Common Core Standards.

During the initial planning year, districts were confirmed, measurement materials were developed and the first cohort of Treatment School teachers (grade 2 plus art, music and library teachers) was trained during a week long Summer Institute. This group expanded during the ensuing years of the grant to add teachers and students in grades 3 and 4, with the goal of engaging up to 90 teachers in arts integration and 21st Century learning models of lifelong education through the visual and performing arts. With the direction of arts education consultant Ms. Reeder, ESBOCES, William Floyd and Riverhead teachers and trained Teaching Artists collaborate on the development and implementation of in-school units of study with students in targeted classrooms; and documentation and dissemination of effective materials, practices and processes.

Student-focused development centers on preparation for attendance at a professional performance at Tilles Center and Westhampton Beach Performing Arts Center. Students will dance, sing, act, write and develop artwork based on their own creative learning. They will expand on their own critical thinking and interpretive abilities, utilizing skills that transfer to all subject areas.

As the project develops, a web-based “toolkit” comprised of model lessons, assessment tools and protocols, images, and video clips will be publicly accessible via the Eastern Suffolk BOCES website.

Highlights of 2013-14 Activities/Outcomes:

The 4th grade Treatment School classroom, art, music and library teachers received four full days of Summer Institute training as well as three additional full days during the school year where they continued with arts integration, 21st century skills, Common Core for ELA & Literacy training as well as creating units of instruction for both of the performances and residencies.

The 3rd grade Treatment School classroom, art, music and library teachers received three full days of Peer to Peer training (after their 2012-13 Summer Institute) where they

CoSer: F924

$380,223

$347,597.25


continued with arts integration, 21st century skills, Common Core for ELA & Literacy training as well as creating units of instruction for both of the performances and residencies.

Grade 3 and 4 students in the four Treatment Schools attended two performances and 5 days of teaching artist residencies for each performance; grade 3 and 4 students in the three Control Schools attended the same two performances.

The website was updated to current online and mobile standards to support the project and share with grantors and the general education public.

Fourth grade teachers in the Treatment Schools received 4 days of training at the Summer Institute.

Teachers in both Treatment and Control Schools completed measurement instruments for their own arts integration and 21st century skills and for each of their students to monitor growth in these areas both at the beginning and end of the year.

Teachers participated in focus groups with Metis Associates, the evaluation team, anecdotally reviewing the activities of this year.

One district shared North West Education Assessments (NWEA) outcomes with the evaluation team (William Floyd schools tested one class/building on each grade level)

The Grant team presented at local, statewide and national conferences as part of the dissemination component of the grant.


The grant received a six month extension to further the dissemination of what was learned during the 4-year grant.

Dissemination of grant learnings at local, state and national events.

Completion and evaluation of teacher and student surveys at beginning and end of each school year.

Continued development of grant website

Review of achievement through results from 3rd and 4th grade Standard NYS tests as well as NWEA results for William Floyd students.

Completion of Unit Stories for arts integration as well as evidence for participating teachers’ APPRs.

Final Project Report due.



Medicaid in Education

Supervised by: Ms. Elaine Conlin, Program Administrator

Project # C008815 CoSer: F987- 7/1/13-6/30/14- $149,206

Name of Funder: IDEA Part B, Discretionary Funding Project Description: The purpose of this contract is to assist all participating school districts with the Medicaid claiming process in order to help them maximize benefits for students with disabilities. Many Suffolk districts participate in the program. In addition we are responsible for ascertaining that all Suffolk districts are in compliance with the new Medicaid claiming regulations.

In addition, our office has facilitated training sessions throughout the year at ESBOCES for the mandatory Medicaid Alerts Updates that occur frequently throughout the school year.

Highlights of 2013- 14 Activities/Outcomes: Throughout the 2013-2014 school year, ESBOCES held several sessions of the Annual Medicaid Alerts Update Training to assist districts in maintaining their ability to remain compliant under the most recent Medicaid claiming regulations.

The staff received additional training in regard to conducting Medicaid Documentation Reviews. It is anticipated that the staff will conduct Document Reviews for nine component school districts chosen by NYSED in the 2013/2014 school year. The Documentation Reviews will provide guided support and detailed recommendations in an effort to continue to assist Suffolk County districts in maintaining Medicaid compliance for their district.

The current Medicaid cost reporting process changed as of October 1, 2012 and is now established on a cost reimbursement model based on an annual Medicaid cost report filed by each LEA. This new reporting process was implemented by the Public Consulting Group, Inc., (PCG); a private management consulting firm.


Major actions for next year will again focus on maximizing the claiming function for all of our component school districts. Individual and group training will continue to move forward with updated individual training sessions for all participating school districts as well as classroom training on a scheduled basis. We will again host the regional training for our districts, which will also include the Suffolk County Department of Health for pre-school guidelines as well as our own Eastern Suffolk BOCES Special Education Division.

A major initiative for the Medicaid group will be accomplishing training and processing of the new compliance regulations that have continued to be amended by the New York State Education Department.

CoSer: F987

$158,817



Jail Education Program

Supervised by: Robert F. Dembia, Administrative Coordinator 07/1/13 – 06/30/14

Name of Funder: New York State Education Department Project Description: The Jail Education Program & Transitional Programs are a result of a cooperative working relationship with Suffolk County Community College, Suffolk County Department of Labor, Suffolk County Cooperative Extension, Suffolk County Probation and the Suffolk County Sheriff’s Department. The Jail Education Program provides educational services to minors in the Riverhead and Yaphank Correctional Facilities, for a minimum of 15 hours per week, to prepare students for TASC™ or Regents testing. Also available are Tutoring, Remedial Education, English as a Second Language (ESL), and Career and Technical Education and Career/Life Planning and Anger Management. The program also provides Adult Literacy education for individuals 21 years of age and older who do not have a high school diploma and are Limited English Proficient (LEP). This includes Adult Secondary Education (ASE), TASC™ preparation, ESL and Career/Life Planning. The Jail Education Program includes but is not limited to:

The In-Jail Adult Education services including: Adult Secondary Education (ASE)/TASC™, English as a Second Language, Career and Technical Training, and Career/Life Planning. These services are provided for a minimum of six hours per week for persons 21 years of age or older.

The services provided by the Incarcerated Youth Program include: Remedial Education, High School Equivalency, Economics, Health/Physical Education, Health Careers, ESL, Career/Life Skills training as well as Career Planning. In some instances, curriculum work is provided by the local high schools enabling students to continue their diploma track work. These services are provided for a minimum of 15 hours per week for persons below the age of 21. Approximately 100 persons attend daily.

We have added two part-time staff members who are working in the Riverhead Correctional Facility and teaching Cosmetology and Business. We have expanded the role of one of our existing staff members to include transitional counseling and services for exiting incarcerated youth.

The “new” Yaphank Correctional Facility has opened. Classes are conducted in a central classroom as well as in the actual pods.

Some educational programming will be moving from the previous location to areas in the new facility.

The Sheriff’s Youth Tier program enters its second year of operation. There are ongoing

discussions to expand the program from its current enrollment of approximately 15

youths to as many as 30 during the next year.

The Sheriff’s Youth Tier Task Force Committee also continues to grow. Many service

organizations from all areas of the community are joining the committee and offering

their support and services to the Sheriff’s “Alternative to Incarceration” philosophy.

CoSer F971

$2,860,223



ESBOCES continues to be a leader in the Sheriff’s Initiative. The Education Subcommittee (part of the Task Force) has implemented a “Dine and Discuss” program. This is a monthly meeting during which parents/guardians and families of incarcerated and formally incarcerated youth meet with both educators and correctional staff to discuss issues faced by them and to promote possible options to support the ex-offender.

Strong partnerships with Corrections were made even stronger with Eastern Suffolk BOCES participating as a full member on the Sheriff’s Task Force to support incarcerated youth as they transition back to society. This also led to the development of an education subcommittee focusing on transitioning back to appropriate education programs.

The Carpentry/Building Trades Program has been incorporated into the Jail Education Program. Participants master a variety of carpentry skills, both in terms of small projects such as making chairs, as well as larger projects such as remodeling existing structures and building new ones. In addition, through community-based and industry organization partnerships, the program provides participants with an opportunity to apply their knowledge and skills by participating in a student built wood shop on the grounds of the Suffolk County Farm in Yaphank.

The Small Engine Program has been introduced in the Jail Education Program at the Suffolk County Farm. Students are provided the opportunity to explore the theoretical aspects of engine repair along with practical hands-on experience.

Re-ROUT (Recently Released Offenders Under Training) consists of a collection of integrated education and counseling programs designed to facilitate the successful re-entry of ex-offenders into society. Re-ROUT strives to reduce the recidivism rate of criminal offenders who have completed a period of incarceration and/or probation in Suffolk County. New York Probation Officers and Correction Officers inform probationers and prisoners about the Re-ROUT Program during the initial orientation sessions. As part of the In-Jail Education Program, the Re-ROUT counselors work with the Probation Department and immediately help interested clients develop career/life/education plans. Upon release from the correctional facility and/or probation obligations, the ex-offender is invited to report to the Re-ROUT office at the H.B. Ward Technical Center (WTC) in Riverhead. There, the ex-offender is introduced to the Re-ROUT "outside" counseling staff. In the weeks that follow, this staff provides the needed services, referrals and support to aid their client's reintegration into society.

A strong collaborative model was developed with the Riverhead Central School District in order to ensure proper data reporting to the New York State Education Department to better track and account for the progress of the students in the program.

The Eastern Suffolk BOCES Jail Education Staff presented two, one-hour workshops at the New York State Association of Incarcerated Education Programs’ Conference in Saratoga Springs in May 2014.


Projections of Major Actions for 2014-15

Continue the process of infusing the Common Core Curriculum into the program.

Provide the opportunity for students to access credit recovery programs as needed.

Develop contextualize curriculum in the various academic and CTE areas.

Engage in professional development to understand and utilize the Common Core Curriculum for Teachers.

Incorporate the social learning and social skills curriculum of Restorative Justice into the program.

Start OSHA courses at the Suffolk Farm and the Correctional Facilities.

Increase transition services made available to inmates and ex-offenders.

Development of a comprehensive transition program.

Develop a system of collecting data to better support students in transition back to the community.

High School Equivalency passing rate is 80%.



Perkins VATEA II Criminal Offender Grant

Supervised by: Robert F. Dembia, Administrative Coordinator Project # 8030-13-0008 07/1/13 – 06/30/14

Name of Funder: New York State Education Department Project Description: The Perkins Grant for Incarcerated Youth builds career and technical education skills in three areas: Career explorations and skills (Riverhead & Yaphank Correctional Facilities), Carpentry (Yaphank Correctional Facility), and Small Business/Entrepreneurship (Riverhead & Yaphank Correctional Facilities). The underlying skills are developed in a traditional classroom setting through the development of curricula that aligns the New York State Content Learning Standards in the subject areas with Career Development and Occupational Studies (CDOS) standards. We are also moving forward with an alignment to the Common Core State Standards (CCSS). Students also have the opportunity to engage in applied practice in the correctional facilities so that they are able to apply the knowledge under the supervision of a highly qualified teacher/master trades person. Teachers engage in joint planning and curriculum development as well as weekly collegial circles so that current research is tied to practice and the students’ learning experiences are relevant, integrated, in alignment with NYS Content Learning Standards and the CDOS Standards.


The Carpentry program provides students with an opportunity to learn about the home building industry. The U.S. Bureau of Labor Statistics reports that job growth for carpenters will continue at a rate of ten percent through 2016, which is an average rate of growth in comparison to other industries. In 2006, the middle half of all carpenters earned between $13.55 and $23.85 an hour. The lowest-paid ten percent earned less than $10.87 an hour. The highest-paid ten percent earned over $30.45 an hour (http://www.bls.gov/k12/build01.htm). Participants master a variety of carpentry skills. In addition, through community-based and industry organization partnerships, we have been able to provide participants with an opportunity to apply their knowledge and skills by participating in a student built wood shop on the grounds of the Suffolk County Farm in Yaphank.

Students continued to work on upgrading and refurbishing a number of the buildings on the grounds of the Yaphank Farm.

A significant number of tools and equipment were added to the program which provided students with more opportunities for practical, hands-on experiences.

The integration of Career and Technical Education (CTE) and academics, using a co- teaching and collaborative practice model, is innovative and essential to the success of these students in this program. Additionally, it is supported by research. According to Roberson, Flowers, and Moore (2001), vocational and academic integration has been supported by the teaching profession and business and industry. “The concept of vocational and academic integration has been endorsed by the U.S. Office of Education since the mid-1930s” (Moss, 1990). Gable and Ransdell (1993) stated that the concept of vocational and academic integration is supported by educators, business and industry, and government

CoSer: F998

$33,958

http://www.bls.gov/k12/build01.htm


policy makers. Pritz and Davis (1990) emphasized the equal importance of both academic and vocational skills. They identified both types of skills as being essential in the workplace for workers to be flexible enough to solve problems and keep up with new technology. Capelli (1990) also stated that both academic and vocational skills were important for students’ success in the job market. According to Tremaine (1992), “vocational and academic curriculum must integrate in order to meet students’ educational needs and make education more meaningful and relevant.” Integration begins with the CTE curriculum. Academic content naturally occurs and does not require the sacrifice of CTE content or the addition of artificially imposed academic content. Academic concepts are enhanced through authentic applications. Rigor occurs in combining CTE and academic skills as applied to real-world problems.

Increased student attendance rates: based on an analysis of student attendance rates, there was a forty percent increase in the number of students completing an eight-week module over the prior school year resulting from increased efforts to motivate and retain students.

The Perkins VATEA II Criminal Offender Grant ended last year and will not be funded in the 2014-2015 school year.



Employment Preparation Program (EPE)

Supervised by Barbara Egloff, Divisional Administrator 7/1/13 – 6/30/14

Name of Funder: New York State Education Department Project Description: Eastern Suffolk BOCES Adult Literacy program provides competency skills for adults leading to employment. The program generated EPE aid in the following areas: Adult Basic Education (ABE), Adult Secondary Education (ASE), and English for Speakers of Other Languages (ESOL). Highlights of 2013-14 Activities/Outcomes: For the 2013-2014 school year approximately 3,242 adults were given the opportunity of learning in our vast and diverse program in the Eastern Suffolk catchment area. The majority of the adults in the program were determined to learn to speak, read and write in English as well as improve their mathematics and social skills. The remainder of the adults were enrolled in ASE/ABE, working on improving their academic skills with the objective of passing the TASC™ exam. Since this was the first year for the TASC™ exam, there has been an intense amount of professional development for our instructors. The program has continued to improve our standing with the State Education Department and the National Reporting System that was put into place several years ago to compare programs across the state. This endeavor has resulted in continuous improvement of instructors, new professional development opportunities, contextualized learning plans and a weekly review of data by the Data Entry department. Projections of Major Actions for 2014-15: For the 2014-2015 school year we will continue to concentrate on the improvement of student test data as measured on the National Reporting System. The goal for 2014-2015 is to implement contextualized lesson plans into the curriculum. We will continue to with our Work Experience program that will allow students to apply for an internship in various Eastern Suffolk BOCES departments. This will allow students to gain the knowledge and experience in obtaining employment. ABE/ASE classes will continue to be provided with instructional material to help students achieve a passing score of the TASC™ exam. Professional development opportunities will be provided to all instructors to help them master technology in their classroom and provide a comprehensive instruction for all students.

CoSer: F984

$2,431,284



Workforce Investment Act (WIA Civics)

Supervised by: Barbara Egloff, Divisional Administrator Project # 0040142020 7/1/13-6/30/14

Name of Funder: New York State Education Department,

Project Description: Eastern Suffolk BOCES provides an integrated literacy and civics program to adult students with limited English proficiency. This program incorporates instruction on the rights and responsibilities of citizenship and civic participation. Highlights of 2013-14: Activities/Outcomes:

Students showed improvement as measured by the National Reporting System (NRS) and through pre and post testing scores

The curriculum emphasizes contestualized instruction tohelp students acquire the skills and knowledge to become active and informed parents, workers and community members

Strengthen the academic and career skills of students through integration of resume writing skills, job seeking skills and interviewing skills

Students were able to utilize technology to improve their job seeking skills


Continue to implement standardized curriculum that infuses knowledge and skills that will lead to increased ability to obtain and retain employment

Update computer equipment, materials, and supplies

Utilize community partners to provide relevant world of work activities into the curriculum

Provide professional development workshops that are focused on a contextualized learning model

Technology education will be rooted into curriculum content

Implement a transitional curriculum that focuses on college readiness and includes lessons such as post-secondary school requirement information, the admission process, how to navigate a college website, the available support services, and the financial aid process

Create a career pathways system connecting education, training programs and support services that enable individuals to secure employment

Incorporate life management skills such as budgeting, child care issues and conflict resolution and transportation concerns

Introduce students to immigration laws and citizenship process

CoSer F930 $250,000

Total Budget Funds for the above project years: $250,000


Workforce Investment Act (WIA Title II Adult Education)

Supervised by: Barbara Egloff, Divisional Administrator Project # 2338-14-2035 7/1/13– 6/30/14

Name of Funder: New York State Education Department

Project Description: Eastern Suffolk BOCES Adult Education program provides adults with educational programs in the following areas: Adult Basic Education (ABE), Adult Secondary Education (ASE) and English for Speakers of Other Languages (ESOL). These programs are designed to assist adults in obtaining their High School Equivalency Certificate, to become literate and to obtain the knowledge and skills necessary for employment and self-efficiency.

Highlights of 2013-14 Activities/Outcomes: Eastern Suffolk BOCES has been able to continually provide educational opportunities to adults who have many barriers to employment. We have successfully expended monies to help improve programming and professional development related to contextualizing learning activities and lesson planning to instructors. These monies have also supported the literacy program in defraying costs Projections of Major Actions for 2014-15: For the 2014-2015 year, we will continue to give adults opportunities to learn and improve their academic skills for employment and continue to have a positive impact on the National Reporting System. Collaboration with our Career and Technical Education program will help prepare our students for employment. We will continue to work with Work Experience Curriculum to provide our students with internships in the various departments within Eastern Suffolk BOCES.

CoSer: F918

$626,294

Total Budget Funds for the 2013-14 Year: $626,294


WIA Title II Literacy Zone Riverhead

Project# 2338-14-3052

Supervised by Barbara Egloff, Divisional Administrator 7/1/13 – 6/30/14

Name of Funder: New York State Education Department Project Description: The purpose of the Literacy Zone is to promote and develop pathways out of poverty for residents of the Riverhead community by working collaboratively and in partnership with education, social and human services, workforce development, cultural institutions and volunteer organization. Highlights of 2013-14 Activities/Outcomes: The Literacy Zone consists of many partners that dedicate themselves to helping the Riverhead community residents enrich their lives. The case manager at the Literacy Zone Welcome Center coordinates and manages coalition networking referrals. During 2013-14, the Literacy Zone program initiated ten (10) Pathways out of Poverty for the residents in the Riverhead community. The pathways are:

Total Literacy (including financial and health)

At Risk Youth

Postsecondary Transition

Employment

Incarceration Transition

Citizenship and English Language Proficient

Workforce Development

Support for Seniors and Mature Workers

Individuals with Disabilities and their Families

Veteran Transition The Riverhead Adult Education program offers:

Adult Basic Education

High School Equivalency Instruction

ESOL Instruction Workshops related to the following are often provided:

Citizenship Instruction

Health Literacy

Financial Literacy

Career and Technical Education

Postsecondary Transition

CoSer: F917

$100,000



Projections of Major Actions for 2014-15: We will focus on increasing technology in the classroom in 2014-15. We will also focus on increasing the population in the Riverhead community that utilizes services provided through the Literacy Zone Welcome Center.


OPWDD Supported Employment

Supervised by: Janet Kiley, Program Administrator Project # C023483 1/1/14-12/31/14

Name of Funder: New York State Education Department, Office of People With Developmental Disabilities (OPWDD) Project Description: Follow-along and extended services are provided both on and off the job site, as frequently as necessary, to assess employment stability; and, based upon that assessment, to coordinate or provide the specific services needed to maintain employment stability. Follow-along and extended services must include at least two face-to-face meetings with the consumer at the worksite and attend the Individualized Services Plan (ISP) annual meeting usually at the consumer’s residence. Highlights of 2013-14: Activities/Outcomes: We provided services to 111 consumers working at 92 businesses throughout Suffolk County. We were able to maintain employment for the majority of these consumers. We are currently seeking employment for four consumers.

Projections of Major Actions for 2014-15: Eastern Suffolk BOCES along with all adult funded Supported Employment Programs in New York State continues to enroll new clients in the New York Employment Services System (NYESS). NYESS is a computer system used by providers of employment-related supports and services in New York State. NYSESS identifies available employment opportunities that match an individual’s skill and preferences and assists providers of employment-related services in coordinating supports for individuals serviced by multiple providers. Recently referred consumers are choosing to assign their Ticket to Work with the NYESS System and choosing Eastern Suffolk BOCES as their employment network. New Supported Employment Training Initiatives, which cover topics such as job coaching techniques and business engagement, are made available to staff to further enhance their skills and provide for job specific professional development opportunities. We continue to review and revise current practices and programmatic procedures to further enhance the quality of our supports and services. We will strive to promote Employment First and Person Centered philosophies to expand upon the employment opportunities available for persons with developmental disabilities.

CoSer F973 $306,473

Total Budget Funds for the above project years: $306,473


Perkins IV Title I Secondary Basic Formula

Supervised by: Janet Kiley, Program Administrator Project # 8000-30014 7/1/13 – 6/30/14

Name of Funder: New York State Education Department, Office of Curriculum and Instructional Support Project Description: The Perkins Secondary project provides funding to school districts and BOCES in Eastern

Suffolk toward the improvement of Career and Technical Education and access to quality

programs. Eastern Suffolk BOCES facilitates a regional Perkins consortia consisting of 36

school districts to enhance student success in district-based and Eastern Suffolk BOCES

Career and Technical Education programs

Highlights of 2013-14: Activities/Outcomes:

Supported the growth of Career and Technical Education programs throughout the region and

used Perkins funds to enhance and enrich existing career education classes and for the

needs of special populations

Over $300,000 was utilized to purchase equipment and supplies for CTE classrooms


Continue integration of rigorous academics with career and technical instruction

Continue to work on increasing the links between secondary education and post-secondary education to prepare students for high-skill, high-wage, high-demand occupations in current or emerging occupations

Continue to plan and develop strategies to enable all participating students to meet or exceed performance standards emphasized by Perkins IV

Focus and give priority to high-skill, high-wage, high-demand training opportunities

Continue to evaluate industry assessments and make them a part of the Secondary curriculum

Continue to purchase equipment utilized in business and industry

Increase professional development opportunities for staff

Implement procedures for more detailed accountability and compliance with funding mandates;

Increase collaboration with business and industry partners

CoSer: F915

$692,976



Supported Employment

Supervised by: Janet Kiley, Program Administrator Project # C010089 10/1/13 – 9/30/14

Name of Funder: New York State Education Department, Office of Adult Career and Continuing Education Services/Vocational Rehabilitation (ACCES/VR) Project Description: Supported Employment is paid competitive work that offers ongoing support services in integrated settings for individuals with the most significant disabilities. Supported employment is intended for individuals whom competitive employment has not traditionally occurred or has been interrupted or intermittent as a result of a most significant disability and who also need ongoing support to maintain their employment. This employment outcome is obtained by providing intensive service and is maintained through the provision of extended service. The level of employment participation may be full or part-time based upon the interests and abilities of the individual. This project provides funding for intensive job coaching services to adults with severe disabilities. Often services will begin following graduation or within the last year prior to graduating or aging-out of the public school system. Job coaching is the central element to Supported Employment, which provides the necessary support for individuals with severe disabilities to succeed in inclusive and competitive employment. Highlights of 2013-14 Activities/Outcomes:

Intensive job coaching services have been provided to 14 consumers at business sites throughout Suffolk County. Consumers worked 20 to 40 hours a week throughout all three shifts. These consumers were placed in retail, warehouse, assembly, or custodial positions.

`


Continue to assist consumers find and maintain employment in integrated employment opportunities earning a living wage

Stabilize all consumers within the expected time frame

Continue to explore and develop strategies to ensure our day-to-day practices are maximizing efficiency and are cost effective

Consistently review current practices and keep abreast of new initiatives and procedures to ensure that we continue to improve the quality and timeliness of our services.

Allow for staff to participate in Statewide Training Initiatives to enhance the skill level of staff and provide for job specific professional development opportunities.

Expand upon professional relationships within the Vocational Rehabilitation Community to promote the objectives of the program.

CoSer: F921

$90,400



Regional Special Education-Technical

Assistance Support Center (RSE-TASC)

Part 1

Supervised by: Vincent Leone, Program Administrator Project # C010616 7/1/13 – 6/30/14

Name of Funder: Office of Special Education – Federal through State Funding Project Description: The RSE-TASC works in partnership with the Office of Special Education’s (OSE) Special Education Quality Assurance (SEQA) offices, and other OSE and NYSED supported initiatives to provide directed technical assistance and professional development to improve instructional practices and outcomes for students with disabilities. The primary recipients of these services will be Focus Districts where students with disabilities are one of the Accountability sub-groups, and those school districts determined by the OSE to be “Needs Assistance”, “Needs Intervention”, or “Needs Substantial Intervention” in order to (a) improve outcomes for students with disabilities and (b) to meet the State’s targets for improvement as identified in the State Performance Plan (SPP). However, non-designated districts are invited to participate in all regional training opportunities as well.


Participated in the development of the 2014-2015 RSE-TASC Regional Work Plan;

Developed a comprehensive Regional Calendar of technical assistance workshops for Nassau and Suffolk district/school personnel and families based on vital aspects of special education as identified by the OSE and further based upon regional need.

Provided intensive local training to districts across Long Island, targeting those districts with an evidenced based need to improve outcomes for students with disabilities, including targeted Focus Districts and those districts determined by the OSE to be “Needs Assistance”, “Needs Intervention”, or “Needs Substantial Intervention” in order to (a) improve outcomes for students with disabilities and (b) to meet the State’s targets for improvement as identified in the State Performance Plan (SPP);

Provide regional training initiatives that included, but were not limited to several successful training “series” in: the new Career Development and Occupational Studies (CDOS) Commencement Credential; the Disproportionality/Discrepancy Self-Review Process; New CSE/CPSE Chairperson training, and FBA/BIP training; and

Planned/hosted/facilitated a regional CDOS conference at Long Island University, C.W. Post Campus, that was attended by over 400 individuals, including school based and school district personnel, parents and regional employers

CoSer: F942

$1,553,670




Provide professional development and technical assistance to parents and school personnel related to special education, consistent with Federal and State law, regulations and policy;

Promote and support all NYSED/OSE initiatives upon request through the provision of assistance in the coordination of regional training and public meetings and distribution of information to parents and school districts;

Develop, advertise and conduct regional trainings on topics identified by the OSE and to address the needs identified in the RSE-TASC region as determined through the regional planning process. Multiple sessions may be scheduled across the RSE-TASC region depending on the needs identified;

Provide training and technical assistance on other training topics identified in the OSE regional planning process or as directed by the OSE;

Provide training and technical assistance to groups of districts that have completed or will be engaging in a self-review monitoring process required by specific indicators of the SPP (Ex: transition planning, suspension and disproportionality). Regional Specialists may also work with groups of districts to prepare them for the self-review process; and provide technical assistance to groups of districts with common issues as determined by the self-review process;

Collaborate with the Office of Special Education funded parent centers to provide information to parents on the transition process;

Participate in the OSE directed professional development, statewide meetings as required by the OSE, and as necessary to enhance and maintain knowledge and skills in research-based instructional practices and research based school improvement activities;

Participate in workgroups as established by the OSE, including workgroups to develop, review and revise Quality Indicator Review and Resources Guides;

Collaborate with the Long Island Early Childhood Direction Center (ECDC) to coordinate behavioral intervention and support services to pre-school settings across Long Island

Collaborate with the Regional Vocational Rehabilitation – Community Employment Specialists (RVR-CES) supervised through the SED offices of Adult Career and Continuing Education Services – Vocational Rehabilitation (ACCESS-VR) to coordinate transition related supports to students and former students with disabilities up to the age of 21.

Provide reports of work accountability in the time periods and format required of the OSE


Regional Special Education-Technical Assistance Support Center

RSE-TASC Part II Budget-SESIS Supervised by: Vincent Leone , Administrative Coordinator

Project # C010617 7/1/13 – 6/30/14

Name of Funder: Office of Special Education – Federal through State Funding Project Description: The RSE-TASC works in partnership with the Office of Special Education’s (OSE) Special Education Quality Assurance (SEQA) offices, and other OSE and NYSED supported initiatives to provide directed technical assistance and professional development to improve instructional practices and outcomes for students with disabilities. The primary recipients of these services will be Focus Districts where students with disabilities are one of the Accountability sub-groups, and those school districts determined by the OSE to be “Needs Assistance”, “Needs Intervention”, or “Needs Substantial Intervention” in order to (a) improve outcomes for students with disabilities and (b) to meet the State’s targets for improvement as identified in the State Performance Plan (SPP). However, non-designated districts are invited to participate in all regional training opportunities as well. Highlights of 2013-14 Activities/Outcomes:

Special Education School Improvement Specialists (SESIS) participated as sub-

group specialists for students with disabilities on Integrated Intervention Teams (IITs)

during Diagnostic Tool for School and District Effectiveness (DTSDE) Reviews in 4

Focus, District Level (Tenet 1), Reviews; and 17 state-led DTSDE school level Reviews

in those 4 Focus Districts

SESIS and the RSE-TASC Non-district Specialist continued the facilitation of 18 Quality

Improvement Process (QIP) plans in the 4 Focus Districts, in 12 districts that have Local

Assistance Plan (LAP) schools in them for the performance of students with disabilities,

and in 2 private/non-public schools. The goal(s) of the QIPs will be to provide

researched based professional development and technical assistance to improve

performance outcomes for students with disabilities

Participated in the development of the 2013-2014 RSE-TASC Regional Work Plan


SESIS from the RSE-TASC will continue to participate as sub-group specialists for Diagnostic Tool for School and District Effectiveness (DTSDE) Reviews if the sub-group of students with disabilities is one of the Accountability sub-groups in a particular district. Based on those criteria, SESIS will again participate in 4 District Level DTSDE Reviews, and 17 state-led school based DTSDE Reviews

CoSer: F964

$630,207



Work with each of the designated school districts and or Quality Improvement Plan (QIP) districts, including school districts identified for RSE-TASC Quality Assurance Focused Monitoring Reviews to:

o Conduct an analysis of data relating to results for students with disabilities to identify the area(s) of instructional review and improvement for the school district;

o Conduct an analysis and review of instructional practices, using the Quality Indicator Review and Resource Guides, and the SESIS structured instructional walk-through tool developed for this purpose;

o Develop upfront agreements with districts/schools to establish the level and type of commitment the district/school will make to improve and sustain improvements in its instructional programs and practices for students with disabilities;

o Document upfront agreements with districts/schools to establish the level and type of commitment the district/school will make to improve and sustain improvements in the instructional programs and practices for students with disabilities;

o Document the professional development and support to be provided directly by the SESIS on the Office of Special Education required Quality Improvement Process (QIP) plan;

o Provide high quality, professional development to the school district in a manner that will lead to district-wide improvement of instructional programs and practices; assure systems of progress monitoring are established and

progress is documented; review and revise the QIP as necessary to ensure systemic change is occurring;

o Submit the QIP for each district to the OSE as required by the OSE;

o Participate in the OSE directed professional development, statewide meetings

as required by the OSE, and as necessary to enhance and maintain

knowledge and skills in research-based instructional practices and research

based school improvement activities;

o Participate in workgroups as established by the OSE, including workgroups to

develop, review and revised Quality Indicator Review and Resource Guides;

and

o Provide reports of work accountability in the time periods and format required

by the OSE


Wal-Mart Community Contribution

Supervised by: Vicki McGrath, Administrative Coordinator 10/1/13 – 6/30/14

Name of Funder: Wal-Mart Corporation Project Description: Eastern Suffolk BOCES Career and Technical Adult Education Program offered the community

an opportunity to attend career readiness training workshops that educated the community on

the array of services that Eastern Suffolk BOCES has to offer. These services included:

Numerous CTE programs that continue to be in demand in order to meet the employment

needs of Long Island’s workforce

Adult Basic Education/Adult Secondary Education

English for Speakers of Other Languages

Highlights of 2013-14 Activities/Outcomes: The workshops that Eastern Suffolk BOCES offered the community are:

Resume Writing

21st Century on-line Job Search

Interviewing Skills

Career Exploration

The goal of this initiative was to help the long-term unemployed re-enter the workforce as well

as to help students find their first job.

All students were introduced to the HB Ward Career and Technical Center Employment

Resource Center. The mission of the Employment Resource Center is to provide all students

with guidance, skill development, and career building opportunities that will be useful throughout

their lifetime as they choose, enter, change or advance in their careers.

This grant was not approved for 2014-2015

CoSer: F992

$2,500



Chemical Dependency Services Agreement

(Student Assistance Service)

Supervised by: Dr. Michael L Miles, Program Administrator Project # HSV001-4310-4980-00-00007 1/1/13 – 12/31/14

Name of Funder: New York State Office of Alcohol & Substance Abuse Services (OASAS) Project Description: The Student Assistance Service (SAS) began in 1988 as a compliment to the very successful BOCES Employee Assistance Program (EAP). The SAS objective is to provide education, identification, early intervention, assessment, and referral services for students at risk of developing alcohol, drug or other emotional problems. SAS utilizes professionally trained counselors to provide prevention and early intervention services to students in grades K-12 depending on the needs of the component school districts. The program is cost-shared by school districts with additional support from grants given by the New York State Office of Alcoholism and Substance Abuse Services and the Suffolk County Department of Health and Mental Hygiene. SAS provides a cost-effective and highly effective prevention programming for component school districts. Highlights of 2013-14: Activities/Outcomes

18 schools participated in Student Assistance Service.

9598 students received SAS services over the course of the school year.

1196 students participated in group counseling.

302 students and their families were referred to outside services.

125 Evidence Based Programming [EBP] classroom series were provided i.e. presenting to the same classroom more than three times using an EBP curriculum such as Second Step, Life Skills, Reconnecting Youth, etc.

177 single session classroom presentations were provided on salient topics such as bullying, alcohol, tobacco and other drugs, and suicide prevention.

26 workshop/presentations were provided on topics such as diversity/bullying and the Dignity for All Students Act [DASA].

At least three districts contacted the program for crisis/trauma assistance related to a student tragedy/death.

ROTHCO Partnership - For the last 9 years a partnership has been forged with the local business ROTHCO. This local corporation is a member of the Hauppauge Industrial Association. As a supporter of the efforts made by SAS counselors in advocating for students, the company has provided college tuition assistance as well as paying for textbooks for promising students who have overcome obstacles. This year college scholarships were awarded to four students from participating SAS districts. ROTHCO offered to further supplement SAS counselor efforts by providing local students $10,000 grants to attend summer camp programs. Sixteen youngsters from Wyandanch, Miller Place, and South Country were given the opportunity to attend the following camps: Great South Bay YMCA, Young Peoples Day Camp, Ithaca Summer Music Academy, Basic Basketball Camp, Town of Brookhaven Summer Program, and Kids Quest Sunshine Prevention Center.

CoSer: A525

$1,201,267


Partnering with local businesses has also facilitated SAS efforts by providing summer internship programs for students. The internship partnership helps students earn income during the summer while acquiring work experience skills


SAS will have a new Program Administrator (Dr. Michael L Miles, LCSW-R) on July 1st replacing Lucille Buergers upon her retirement.

SAS counselors will implement universal, selected and indicated intervention strategies to provide prevention activities to over ten thousand students.

SAS will enhance its program development offerings by exploring complimentary grant sources for additional funding to offset indirect program costs.

SAS counselors will evaluate current Evidenced Based Programs [EBP’s] and continue to assess students, provide referrals, facilitate groups, teach classes, and develop other programs as needed in each individual building/district.

SAS will act as a resource for school district officials, administrators, educators and mental health professionals on matters regarding substance abuse prevention, treatment and behavioral/emotional disorders.

SAS will expand its professional development resources for education professionals and school mental health providers.

Referral and Crisis services will be provided as needed

Partnership with private businesses will be expanded to provide scholarships and additional resources to students serviced by SAS counselors.

Total Budget Funds for the 2013- 2014 Fiscal Year: $1,201,267


School Counselors in Central Islip Elementary Schools [SCCIES]

Supervised by: Dr. Michael L Miles, Program Administrator Project # S215E130364 Funded 8/1/13 – 7/31/16

Name of Funder: US Department of Education Project Description: The School Counselors in Central Islip Elementary Schools [SCCIES] program is a federally funded effort to reduce the gap in the school counselor to student ratio in the Central Islip School District. The goal of the program is to reduce the number of disciplinary referrals, improve student academic achievement and maximize access and utilization of support services for a high need district. For the 2013-14 two counselors have been placed in the new sixth grade Exploratory Academies located in Reed and Mulligan Middle Schools. Counselors implement a three domain counseling curriculum (academic, career and personal) utilizing Evidenced Based Programming [EBP]. In addition to counseling services, the counselors also facilitate activities such as the Dignity for All Students Act [DASA], Wellness Committees, mentoring programs, Hispanic Heritage Celebrations, Child Study Teams, Bi-Lingual services [acculturation], crisis intervention, conflict resolution and other support for building administrators. Highlights of 2013-14: Activities/Outcomes

SCCIES developed, organized and executed an Advisory Committee to provide program design and methods for implementation.

Two licensed clinical social workers [including one bi-lingual] were hired to provide counseling services at Ralph G. Reed Middle School and Charles A Mulligan Middle School.

Counselors were introduced to professional staff and allocated necessary resources to implement program.

Counselors became intricately involved in school operations and assisted building administrators in matters involving discipline, peer mediation, conflict resolution and other operations.

Counselors facilitated Hispanic Heritage Celebrations.

Character Education programs were presented to all students in the sixth grade.

14 recurring counseling groups for students.

On-going crisis intervention services provided to over 55 students.

Evidenced based program Too Good For Drugs [series] was implemented.

Counselors initiated and participated in a school wide mentoring program.

District wide participation in a Wellness Committee.

Presentations to staff on the implementation of the Dignity for All Students Act.

Chaperoning of student extracurricular activities.

Topical push in presentations on anger management, divorce, immigration related concerns and recess related incidents.

Professional Development to faculty on counseling related topics.

Community participation and involvement in drug prevention activities.

Parent training and education.

Referral and resources to all significant stakeholders.

CoSer: F929

$365,590


Review of data driven needs assessment for consideration of program development for student services.

Reflection, review and analysis of year’s performance with future indicators for enhancing program delivery.


SCCIES will increase counseling support by an additional .5 Counselors at the Ralph G. Reed Middle School. Subsequently, there will be 2.5 counselors in the Central Islip program.

SCCIES will assist fifth grade students in the transition into the sixth grade Exploratory Academies.

SCCIES counselors will provide “push-in” activities to sixth grade students during Social Studies and/or Health Studies classrooms.

SCCIES counselors will supplement support services with information and referral services to parents and community members.

SCCIES counselors will facilitate discussions during teacher professional development activities to identify students at risk and provide consultation and support.

SCCIES counselors will run targeted groups on topics such as anger management, divorce, recent immigration, second generation immigration, recess groups and problem solving.

SCCIES will acquire additional EBP materials to be used in the implementation of group activities.

The SCCIES Advisory Committee will assess and evaluate program accomplishments and determine further actions for on-going program success.

Total Budget Funds for the above Project Years: $1,115,402

Year 1 [8/1/2013 – 7/31/2014]: $365,590


Learning Technology Grant

Supervised by: Ellen Moore, Administrative Coordinator Project # 0647-12-0013 07/1/13– 06/30/14

Name of Funder: New York State Education Department

Project Description: English Language Arts and Literacy: Digital Fluency:

The purpose of this grant is to provide progressive integration of instructional technology in classrooms and school libraries, and to provide sustained professional development to increase the skills of teachers and school librarians in the use of instructional technology in order to meet the goals of New York State Board of Regents’ Reform Agenda. These goals are to ensure that all New York State students graduate from high school ready for college and careers. These goals will help students attain higher levels of performance in the New York State Learning Standards (including Common Core http://www.p12.nysed.gov/ciai/common_core_standards/). The public and non-public partners are focused on advancing achievement for English Language Arts and Literacy to improve performance areas:

Determine the central idea of a text and read and comprehend complex literary and information texts

Identify aspects of a text that reveal an author’s point of view or purpose and be able to write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

Highlights of 2013-14 Through direct support of the 13-14 Learning Technology Grant, the Eastern Suffolk BOCES Model Schools Program was able to introduce the use of instructional technology to support English Language Arts, Literacy and other disciplines in regional public and non-public schools. Participating schools include Central Islip High Schools, Longwood High School, Patchogue-Medford High School, Eastern Suffolk BOCES Islip Academic Center, and Little Flower. Activities/Outcomes: The Eastern Suffolk BOCES Model Schools Program provided a total of 20 out of 24 days of professional development to the participating schools, which breaks out to 4 days per each public school and 4 days per non-public school.

Professional development focused on Teacher instructional practices at participating schools to meet the requirements of the Common Core Learning Standards for English Language Arts & Literacy. Teachers came together to collaborate on content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.

CoSer: F903

$50,000

http://www.p12.nysed.gov/ciai/common_core_standards/


Technology is embedded in the process and focused on the following:

Employ technology thoughtfully to enhance their reading, writing, speaking, listening,

and language use

Understand how to integrate what they learn using technology with what they learn

offline

Recognize the strengths and limitations of various technological tools and mediums and

will determine how to select and use those best suited to their communication goals

The Annual Peer Review and Advisory meeting took place on June 2014. A total of seven educators attended this meeting. During the meeting the facilitator and the educators met virtually with the grant literacy expert to share and compare outcomes. The collaborative, central sharing space is the Model Schools wiki which can be located at www.esboces.org/MS click on Green Site and then on Learning Technology Grant 13-15. Projections of Major Actions for 2014-15

Year 3 – Model Schools Staff Developers will become familiar with progressive technologies to turnkey to district educators. The assigned Shared Data Expert will work with teachers to analyze learning gaps and work in tandem with the Model Schools Staff Developers to plan learning experiences supported by technology. The bi-annual regional one-hour virtual session with the grant Literacy Expert will focus on activities used to improve student achievement through collaborative projects in the classroom. Teachers and leaders will share and reflect on the process and quality of the grant’s work and review for success.


Fiscal Year: $50,000

http://www.esboces.org/MS


Esperanza Homeless

Supervised by: Julia Schnurman, Family Education Outreach Programs (FEOP) Coordinator 7/1/13 – 6/30/14

Name of Funder: NYS-MEP Consortium Grant / Federal through State funds - MOU Project Description: The Esperanza Homeless program provides supplemental assistances not provided through standard Migrant Funding to children who live in temporary, transitional or homeless situation as defined by The McKinney-Vento Act. Highlights of 2013-14 Activities/Outcomes: Migrant students living in homeless conditions received supplemental services for needs resulting from their homelessness. They were also provided with additional supplies and materials for coursework and other school related pursuits. Highlights include: Access to summer school for credit recovery, payment of Graduation fees, clothes and shoes for homeless migrant students who would not have been able to participate because they did not have appropriate clothes or access to the fee. Each family received a $30.00 Gift Card to Walmart to provide immediate help in securing basic items needed. Monies from this grant are dispersed through East Bloomfield CSD (lead LEA answering the RFP on behalf of the Migrant Education Consortium). These funds secure student access to items and services otherwise unattainable such as: field trip fees, outerwear, sneakers, school supplies, calculators, flash drives, emergency nutrition / food. Small tables and lamps were provided to children with no place to work in their dwellings. Bed sheets and personal care items were delivered to children with chronic lice or other personal care needs that prevented them from attending school. The funding for this initiative is based on a formula that takes the confirmed number of children living in temporary, transitional and substandard housing, and a multiplier determined on state-wide need in proportion to funds available. The New York State Allocation was decreased by 45%, and the overall funding for this grant was diminished by $40,000.00, and the MOU reflects that reduction state-wide. Of particular note, a series of collaborative partnerships were established for the benefit of students served: Island Harvest provided free lunch to all students participating in Summer Programming, “Feed to Children” provided back-packs with school supplies, “Tom’s Shoes” provided sneakers, and “The Pajama Project” supplied new pajamas for all homeless students in the program.

CoSer: F909

$2,280


Project Number: 0035-13-0009Program Dates 9/1/12 – 8/31/13


Projections of Major Actions for 2014-15: We will continue to serve temporarily housed / homeless migrant students with complementary benefits, and supplies needed to insure academic success. This year we hope to expand the use of resourceful and appropriate purchasing practices required to access funding for the many, varied and unusual needs of homeless / migrant students in order to provide for their additional emergency needs as specified in the MOU. In addition, we will seek to further our collaborative alliances with community partners to secure no or low-cost good and services for our children, youth and families in order to maximize their access to needed goods and services and engagement in the community.


Long Island-Metro Migrant Education Tutorial Services

Supervised by: Julia Schnurman, Family Education Outreach Programs (FEOP) Coordinator Project # 0035-14-0009 9/1/13– 8/31/14

Name of Funder: ESEA 1 Migrant, Federal funding through New York State Project Description: The purpose of this undertaking is to improve educational opportunities for migrant children and their families to help them flourish in the regular school program, aspire to grade-level proficiency, experience the challenging content and student performance standards that all children are expected to master, and to graduate with career or college-ready skills. The goal of this program is to assist Migrant Eligible students, youth and families throughout Nassau, Suffolk, Queens, Kings, Bronx, Manhattan and Richmond Counties with advocacy and educational support services. This reflects a state-wide redistricting through consolidation of counties and an addition of (5) Counties for ESBOCES. We are now Called “The Long Island – Metro METS” (Migrant Education and Tutorial Services Program). Highlights of 2013-14 Activities/Outcomes: In the 2013-2014 school year and during the summer, 400 migrant eligible students and youth were served with advocacy and supplemental educational services. Educational parent meetings and family field trips were conducted, participation in the motivational adolescent programs offered locally and by the NYSED-MEP in upstate New York was made available, and a Parental Action Committee (PAC) was established. ESBOCES – hosted an educational Summer Program to migrant eligible students, providing supplementary instruction in Math and Literacy. Transportation and supplemental nutrition was provided for migrant eligible students. Eight students were awarded grants to participate in the SCOPE Summer Camp program at Peconic Dunes, eleven migrant youth participated in the ESBOCES Career Explorations Program, and all Migrant Eligible High School students were provided with the opportunity to participate in credit recovery programs as needed. In addition, three Long Island area students participated in the “Close-up Program” in Washington D.C. Close Up’s flagship High School Program is a one-of-a-kind opportunity for students to experience their government in action. Students visited Washington’s famous monuments, memorials, and institutions, went to meetings with their Congressional delegation on Capitol Hill, and presented at a National Meeting of I-MEC, the Interstate - Migrant Education Consortium. Our students got a first-hand look at the American political system and were exposed to the role they, as students, play in our democracy. We introduced a centralized supplementary educational program featuring ESL and Life Skills for Out-of-School Youth at Roanoke House one night per week. Providing transportation, nutrition, tutoring, and computer access, we were able to increase the depth of services provided to interested youth in this complicated group.

CoSer: F931

$586,825


Of particular note, a series of collaborative partnerships were established for the benefit of students served: Island Harvest provided free lunch to all students participating in Summer Programming, “Feed to Children” provided back-packs with school supplies, and “Tom’s Shoes” provided sneakers to students in the program. Projections of Major Actions for 2014-15: Our migrant families and students will be provided with a higher level of service through expanding collaborative partnerships with school districts and community-based service agencies for the 2014 - 2015 funding year. In order to broaden our capacity to provide a supplementary and summer nutrition program, the FEOP Program Coordinator secured a “Suffolk County Food Service Managers License”. This will allow for on-site delivery of lunch and snacks to our programs for three years. Added emphasis will be placed on collaboration among recruiters, farmers and vintners in order to better serve the Out of School Youth population, and school district collaborations for stronger referral foundations basics


Project Number: 0035-13-0009Program Dates 9/1/12 – 8/31/13


ES BOCES-Brentwood McKinney-Vento Consortium

Supervised by: Julia Schnurman, Family Education

Outreach Programs (FEOP) Coordinator Project # 0212-14-4077 7/1/13 - 6/30/14

Name of Funder: Federal McKinney-Vento Education of Homeless Children and Youth local sub grant via the New York State Education Department Project Description: ESBOCES – Brentwood McKinney-Vento Consortium provided educational advocacy, instructional program services to preschool children, homework assistance to children in grades K – 5, and emergency assistance in a shelter-based setting to children in a Suffolk County Shelter. The Program Coordinator, in partnership with agency-wide departments and NYS-TEACHS, offered professional development & training for Homeless Liaisons. On-going technical assistance for local school districts / agencies working with families affected by homelessness was conducted through the transition to a new, direct service provider model was conducted to assure that students received the services and assistance mandated in the McKinney-Vento Legislation. Highlights of 2013-2014 Activities/Outcomes: Over fifty homeless families with children ages 3 to 5 were served through a site-based preschool readiness program as families transitioned into the family shelter. A Homework Help Program, run for school aged children assisted over sixty students over the year. District Homeless Liaisons, Homeless Shelters and Community Agencies were provided with three networking meetings and updated McKinney-Vento Homeless Program Information. In addition, homeless persons received direct advocacy, including facilitation of school enrollment. Advocacy was offered to all students within ESBOCES and also to the Eastern Suffolk BOCES Consortium members. Additional Suffolk County School Districts benefitted from this program through over 300 students’ participation in these programs or through the provision of emergency assistance. Of particular note, a series of collaborative partnerships were established for the benefit of students served: Island Harvest provided free lunch to all students participating in Summer Programming, “Feed to Children” provided back-packs with school supplies, “Tom’s Shoes” provided sneakers, and “The Pajama Project” supplied new pajamas for students in the program. Projections of Major Actions for 2014-2015:

CoSer: F938

$55,600



Projections of Major Actions for 2014-15: To effectively implement and manage the three newly awarded 2013 - 2016 Grant Programs so that McKinney-Vento funds can expand current levels of service and advocacy to homeless children and families in Suffolk County, further the work of the McKinney-Vento Consortia – providing professional development and support to homeless Liaisons and member school districts as they serve students living in temporary housing, explore expanding the Homework Help Program at other locations, and bring the a creative instructional programming to homeless families with preschool children and to continue to provide educational advocacy, assistance and support to families affected by homelessness in Suffolk County.


ES BOCES-William Floyd McKinney-Vento Consortium



Name of Funder: Federal McKinney-Vento Education of Homeless Children and Youth local sub grant via the New York State Education Department Project Description: ESBOCES – William Floyd McKinney-Vento Consortium provided educational advocacy, an instructional summer enrichment program which included transportation, homework assistance to children in grades K – 5, and emergency assistance in a shelter-based setting to children in a Suffolk County Shelter. The Program Coordinator, in partnership with agency-wide departments and NYS-TEACHS, offered professional development & training for Homeless Liaisons. On-going technical assistance for local school districts / agencies working with families affected by homelessness was conducted through the transition to a new, direct service provider model was conducted to assure that students received the services and assistance mandated in the McKinney-Vento Legislation. Highlights of 2013-2014 Activities/Outcomes: Over thirty temporarily housed children Grades K - 5 were served through a Summer Enrichment Program housed on-site at the William Floyd Middle School. These children were provided with transportation, a structured setting for Math and literacy skill development, access to free lunch through a collaborative partnership with Island Harvest, and recreational activities. A Homework Help Program, run for school aged children in a shelter in Suffolk County, assisted over 35 students over the year. District Homeless Liaisons, Homeless Shelters and Community Agencies were provided with three networking meetings and updated McKinney-Vento Homeless Program Information. In addition, direct advocacy, including facilitation of school enrollment was provided to families as needed. Advocacy was offered to all students within ESBOCES and also to the Eastern Suffolk BOCES Consortium members. Additional Suffolk County School Districts benefitted from this program through over 180 students’ participation in these programs or through the provision of school supplies, personal care packs, emergency assistance or transportation. Of particular note, a series of collaborative partnerships were established for the benefit of students served: Island Harvest provided free lunch to all students participating in Summer Programming, “Feed to Children” provided back-packs with school supplies, “Tom’s Shoes” provided sneakers, and “The Pajama Project” supplied new pajamas for students in the program.

CoSer: F937

$56,150



Projections of Major Actions for 2014-2015: To effectively implement and manage the three newly awarded 2013 - 2016 Grant Programs so that McKinney-Vento funds can expand current levels of service and advocacy to homeless children and families in Suffolk County, further the work of the McKinney-Vento Consortia – providing professional development and support to homeless Liaisons and member school districts as they serve students living in temporary housing, explore expanding the Homework Help Program at other locations, and bring the a creative instructional programming to homeless families with preschool children and to continue to provide educational advocacy, assistance and support to families affected by homelessness in Suffolk County.


ES BOCES-Regional McKinney-Vento Consortium



Name of Funder: Federal McKinney-Vento Education of Homeless Children and Youth local sub grant via the New York State Education Department Project Description: ESBOCES – Regional McKinney-Vento Consortium serves as a collaborative venture on behalf of the East Islip, Lindenhurst, and Riverhead School Districts. Services provided included educational advocacy, instructional enrichment summer program services, homework assistance to children in grades K – 5, and emergency assistance in site-based settings to qualifying children. The Program Coordinator, in partnership with agency-wide departments and NYS-TEACHS, offered professional development & training for Homeless Liaisons. On-going technical assistance for local school districts / agencies working with families affected by homelessness was conducted through the transition to a new, direct service provider model was conducted to assure that students received the services and assistance mandated in the McKinney-Vento Legislation. Highlights of 2013-2014 Activities/Outcomes: Over fifteen temporarily housed children Grades K - 5 were served through a Summer Enrichment Program housed at the H. B. Ward Campus. These children were provided with transportation, a structured setting for Math and literacy skill development, access to free lunch through the Riverhead Library and a collaborative partnership with Island Harvest, and recreational activities. A Homework Help Program collaborative, run for school aged children in collaboration with a Family Service League program assisted over 20 students over the course of the year. District Homeless Liaisons, Homeless Shelters and Community Agencies were provided with three networking meetings and updated McKinney-Vento Homeless Program Information. In addition, direct advocacy, including facilitation of school enrollment was provided to families as needed. Advocacy was offered to all students within ESBOCES and also to the Eastern Suffolk BOCES Consortium members. Additional Suffolk County School Districts benefitted from this program through over 165 students’ participation in these programs or through the provision of school supplies, personal care packs, emergency assistance or transportation. Of particular note, a series of collaborative partnerships were established for the benefit of students served: Island Harvest provided free lunch to all students participating in Summer Programming, “Feed to Children” provided back-packs with school supplies, “Tom’s Shoes” provided sneakers, and “The Pajama Project” supplied new pajamas for students in the program.

CoSer: F939

$40,450



Projections of Major Actions for 2014-2015: To effectively implement and manage the three newly awarded 2013 - 2016 Grant Programs so that McKinney-Vento funds can expand current levels of service and advocacy to homeless children and families in Suffolk County, further the work of the McKinney-Vento Consortia – providing professional development and support to homeless Liaisons and member school districts as they serve students living in temporary housing, offer the Homework Help Program at other Shelters, and bring the a creative instructional programming to homeless families with preschool children and to continue to provide educational advocacy and support to families affected by homelessness in Suffolk County.


Carl D. Perkins Vocational Education

Act Basic Grant (VATEA)

Supervised by Donna Singer, Program Administrator Project # 8000-15-9025 7/1/13 – 6/30/14

Name of Funder: New York State Education Department Project Description:

The purpose of the VATEA grant is to improve the quality of Career and Technical Education. The Eastern Suffolk BOCES Adult Education initiative worked on one major effort for the 2013-2014 school year. The major effort was to increase professional development opportunities for teachers, vocational advisors and administrators in both school and work-based settings. Highlights of 2013-14 Activities/Outcomes: Eastern Suffolk BOCES worked on another major effort during the 2013-2014 school year and that was to enhance Adult Career and Technical Education programs: Objects of this Major Effort: professional development which will continue to:

Train instructors to use contextualized based teaching strategies

Educate instructors to address the needs of the learning disabled adult student

Provide instructors with information on research based brain centered learning styles that will result in student learning that is measurably more efficient and readily transferable to real life applications

Train instructors to create an interactive classroom environment with the use of technology

Emphasize increased communication and networking with local business and industry

Evaluate success through student outcomes

Provide instructors with the skills needed in order to enhance their lessons by incorporating technology in the classroom

Provide vocational advisors with the necessary skills needed to understand the importance of the individuals prior to their entry into a CTE program.


Cosmetology instructors will continue to be provided with instruction to develop a comprehensive Cosmetology curriculum.

CoSer: F919

$103,854



Suffolk County Workforce Investment Act (WIA County)

Supervised by: Donna Singer, Program Administrator Project # 320-6300-4980-63-9000-11N 7/1/13 – 6/30/14

Name of Funder: Suffolk County Department of Labor Project Description: Eastern Suffolk BOCES Adult Education program provides effective vocational training to provide participants with the skills needed to find employment. Each approved course offers the knowledge and skills necessary to succeed in the related career employment area. Each program contains a Job Readiness Training/Placement component, preparing the student for immediate employment upon completion. Highlights of 2013-14 Activities/Outcomes:

Eastern Suffolk BOCES had 46 students enrolled in Career and Technical Education courses under the Workforce Investment Act. After successful completion of the course, the students received a Certificate of Completion.

Projections of Major Actions for 2014-2015: The Adult Education program will continue their contract with the Suffolk County Department of Labor. The following thirteen courses of study in the Career and Technical Education program have been approved for the 2014-2015 school year. They approved courses are:

Basic Business Office Technology

Nurse Assistant

Clinical Medical Assistant

Comprehensive Refrigeration and Air Conditioning

Trade Electric 1, 2 and 3 and National Electric Code

Medical Office Biller

Dental Assistant

Commercial Culinary Arts

Comprehensive Welding

Comprehensive Automotive

Comprehensive Veterinary Assistant The Adult Education Program continues to seek courses that pertain to the needs of the workforce.

CoSer: F908

$121,948


Date post:	07-Oct-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

Funding News leader, information about each project’s ... · The School Library System program...

Documents