Orange County Proposal to Enhance Instructional Opportunities for Recently

Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009 Project Abstract The purpose of this project is to provide intense, supplemental support and educational opportunities for immigrant children and youth enrolled in Orange County Public Schools regardless of their LEP status, as required by NCLB, Title III, Part B, Subpart 4. The tremendous linguistic, academic, cultural and social needs of our immigrant population are incredibly greater than the current standard academic programming and funding allotment. Our immigrant students require additional support in the following areas: oral language development, academic instruction, cultural/social services, career counseling, and guidance services. Additionally, teachers and staff working with the various immigrant populations have an immense need for professional development in literacy instruction, cross-cultural understanding, and return on investment methodologies of teaching English as a second language for immigrant students who have unique needs that are different then other second language learners. In order to determine the areas of supplementary services needed to provide quality education to immigrant students, the OCPS Multilingual Student Education Services (MSES) Department has utilized different methods of data collection. These included a FDOE AYP Reports, Teacher Training Needs Assessment Survey, Parent Training Needs Assessment Survey, Customer Service Survey and a Survey on Instructional and Curriculum Needs were used to determine priority areas with greatest linguistic, academic, and cultural/social needs. A review of FCAT results among immigrant students shows that recently-arrived immigrants face several unique challenges. These students require language and academic supplementary services that will assist them succeed in school. The main area of concern is for those immigrant students who arrive to our schools as teenagers. Many of these late entrants must overcome critical literacy gaps and the cultural/social and psychological effects of interrupted schooling. The time available for these late arriving students to master a new language and pass subjects required for high school graduation is limited. Once enrolled in a new school, factors such as poor English, lack of knowledge of the new culture, academic requirements, non-positive relationships from other students makes life harder for these immigrant students. Adult education and family support in dealing with the new environment are essential to parents and students’ success. Furthermore, it is necessary that schools which have immigrant students provide high-quality parent involvement activities as well as research-based professional development opportunities for instructional personnel on the unique needs of immigrant students. Research reveals that parent involvement is a leading indicator to students’ academic success (Michigan Department of Education, 2002). However, many of our immigrant parents are not typically accustomed to participating in school activities or discussions; therefore, they are confused about the 1 Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009 amount of parental involvement that is expected in the United States Sadler, C., Hytowitz, S.G., Frutiger, E., 1999). According to current studies, the most effective types for parent involvement activities are those that engage parents at home focusing on educational activities with their children (Michigan Department of Education, 2002). Appropriate provision of parent literacy involvement activities like this will additionally facilitate increased academic achievement for our immigrant students as well as their adjustment to the US American culture. This fact is of great importance to immigrant language minority parents, many of who face considerable linguistic and educational challenges – especially in taking part in their own children’s day-to-day education. Parents need to feel comfortable with their new culture and school environment so they can get more involved in programs of family literacy and learn how to assist their children improve their levels of academic achievement, especially at the middle and high school levels. Based on these findings, it is evident that a unique set of challenges is present in each of the following areas:     Increasing immigrant students’ academic achievement Increasing immigrant students’ awareness about civics and citizenship while simultaneously increasing cultural/social development skills Increasing immigrant students’ awareness about the US American culture while simultaneously increasing social/cultural development skills Providing additional professional developmental for teachers and guidance counselors of immigrant students on research-based practices proven to be effective for these students Providing parent literacy involvement activities for parents of immigrant students Provide specialized counselor for students who may be in emotional crisis   In each of these areas, educational support in the individual’s native language is a critical tool to assist immigrant students and their families as they strive to meet their own needs and become successful members of society. Supplementary materials, multicultural classroom libraries and multicultural literature classics for the media center will be purchased for schools with a high influx of immigrant students to continue supporting the native language as a valuable tool for academic success in English. This research-based practice allows for needed scaffolding to increase comprehensible input for academic success for immigrant students who are not proficient in English. Consultation with Private Schools The Orange County Public Schools has been consulting with private schools for the provision of services under NCLB Title III and will continue to do so in order to address 2 Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009 equitable services to eligible immigrant students in private schools. This is done through consultation and coordination between the school district and private school officials. Orange County Public Schools has established a plan of action to ensure that services for private school children and educational personnel are made available to them. Every year, around February, the Senior Manager for the Grants Department, sends out certified letters to the non-public school officials. This year the meeting took place on February 13, 2008. Those who respond attend the OCPS meeting where they learn about the different federal programs. The Multilingual Student Education Services Department is notified of the meeting. A presentation to non-public schools regarding the services that are provided to immigrant students under the NCLB Title III Federal Program is provided. The Title III Administrator provides information about the Title III requirements and projects. The requirements for immigrant funds are included as part of the Title III presentation. Every participant receives a folder with information about the Title III projects for English Language Learners (ELL) and former ELL students. All immigrant students regardless of their LEP Status may participate in projects funded with Immigrant Grant Funds. A question and answer session is provided concerning ways in which the non-public schools may participate in the Title III projects implemented in the district. Input is sought from participants on possible projects that may be implemented to ensure meaningful consultation with officials. The Title III Administrator will provide each non-public school official with a form to either decline or request services under the NCLB Title III Federal Program. As of this date, there are 8 private schools that have expressed interest in participating in Title III projects. An orientation session will be scheduled for these schools in August 2008. The schools will be notified of any trainings/workshops/meetings and conferences that they should attend if they make a final commitment to Title III accountability requirements. The MSES Department would maintain a database with the names of the students and the services they are provided with Title III funds to immigrant students. The Title III Senior Administrator, Title III staff and MSES Director would conduct periodic visits to the participating schools in order to monitor the proper use of the supplementary literacy programs, materials, and services as required by Title III and the immigrant grant. Project Design-Narrative OCPS currently implements various academic and social service programs for all ELL and former ELL immigrant students. However, our immigrant students arrive to the United States with unique challenges that are exceedingly different from those experienced by other American born students and non-immigrant second language learners. This includes immigrant students who are not participating in ELL services due to not being eligible based on language proficiency assessment. 3 Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009 The needs of our immigrant students are far greater than the needs of the standard curriculum students. In recent years, OCPS has received many immigrant students who have had limited or interrupted formal education. According to FDOE data, there has been an average growth of immigrant students in OCPS of 13.52% in the last two years. To further intensify this situation, many of our students who have received formal schooling in their country of birth, received this instruction in a language that is not their heritage language. This is particularly evident with many of our Haitian immigrant students who attended school in Haiti. Additional funding will enable OCPS to provide the necessary linguistic, academic and social/cultural services for our recently arrived immigrant students. 1. Identification of immigrant children and youth by county of birth: OCPS has utilized data from the district ODA Reports to determine the number of immigrant students in its schools. The number of school-aged immigrant students to be served is 10,461 based on the OCPS Immigrant Report. These students enrolled in our district as of August 1, 2005 or after. The top 6 countries represented in OCPS with the highest population of immigrant students are listed accordingly in the table below: County of Birth & Language Colombia (Spanish) Cuba (Spanish) Dominican Republic (Spanish) Haiti (Kreyòl) Mexico (Spanish) Venezuela (Spanish) Number of Immigrant Children and Youth 612 344 348 1,276 654 363 Additional funding is of paramount importance, and thus will enable OCPS to narrow the achievement gap for immigrant students as specialized structured supplementary programs are implemented. Through innovative initiatives, we will be able to facilitate our immigrant students’ increased linguistic skills, academic achievement and enhanced cultural/social development, thus resulting in increased graduation rates. Furthermore, it is necessary that schools which have immigrant students provide highquality family literacy involvement activities, parent outreach, and training activities designed to assist parents acquire basic English language skills. Schools need to assist parents understand the educational system, and understand the language of their work place to become productive members of our society. These training opportunities will also assist parents of immigrant students to become active participants in their children’s education as required by the immigrant student education section of NCLB, Title III. Since Title III already provides parents of secondary ELL and immigrant students the 4 Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009 services of a Parent Liaison who plans parent training based on the special needs at their assigned schools, the focus for the Title III Immigrant Grant will be elementary schools with the highest immigrant student population. 2. Measurable Goals and Objectives Orange County Public Schools (OCPS) through the Multilingual Student Education Services (MSES) Department will utilize funds from the Title III, Immigrant Grant to offer support to middle and high school students that will ensure higher graduation rates. As part of the needs identified, programs that promote educational support for those who are at-risk will be offered. These activities will supplement existing efforts already in place and in no way will supplant any of the Title III activities or State mandates. Therefore, Title III Immigrant funds will be used to enhance and expand services being provided under Title I and Title III to ensure collaboration and avoid duplication of services for immigrant students based on identified needs, the following goals and objectives have been designed: Goal 1: Provide a specialized high quality Immigrant Student Literacy Camp to include a Civics and Citizenship Component integrated with cultural/social adaptation skills designed to bridge the multicultural, listening/speaking skills and literacy gaps of immigrant students entering the middle and high school levels. A Career Counseling Component, Handwriting Component, and Basic Reading Skills Component will also be included in the supplementary literacy camp. Professional Development will be provided on research-based practices on teaching reading in English to immigrant students who are non-English speakers. The tutoring camp will be scheduled before school hours for high school students and after school hours for middle school students for a total of four hours a week. The Immigrant Student Literacy Camp will be offered from August 2008 to June 2009 as required by FDOE. Students will be identified based on their second language acquisition stage and academic literacy level to meet their social/cultural, linguistic, and academic needs. The Immigrant Student Literacy Camp will increase immigrant students’ academic performance through exemplary second language acquisition practices and attainment of the Sunshine State Standards and National ESL Proficiency Standards. Objective 1: At least 50% of participating students will demonstrate an increase of 2% (from the 2007 CELLA scores) in listening, speaking, reading, and writing skills as measured by CELLA in the 2008 administration. At least 80% of teachers and educators who participate in the professional development session will demonstrate an increase in knowledge on teaching reading to immigrant students who are non-English speakers as documented in the OCPS professional development evaluation form. 5 Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009 Goal 2: Provide Family Literacy Camps at selected elementary schools with a high influx of immigrant students to enhance the English language acquisition skills, knowledge of the educational system, the working environment, supporting literacy skills for their children at home, acculturation and the US ways of life for the parents of immigrant students. Objective 2: At least 50% of immigrant parents who participate in the Family Literacy Camps will demonstrate an increase in knowledge of English basic skills and the educational system as measured by an entry/exit survey. This survey will consist of a Likert scale measured from 1 to 5. Activities for Objective 1: In August 2008, all secondary students identified as immigrants will receive information on the Immigrant Student Literacy Camp available to assist them in progressing with literacy skills (linguistic, academic, social/cultural, civics, citizenship) needed to be successful in middle and high school. A multicultural research-based literacy program that goes above and beyond programs already implemented in middle and high schools will be used in the Immigrant Student Literacy Camps. A focus on language through the content areas will be used in the Immigrant Student Literacy Camps to increase the needed proficiency in academic language immigrant students need to be successful in school. The literacy tutoring camp will be implemented using the co-teaching model between the ESOL teacher and a Science teacher since the focus of the language program is to increase the acquisition of Science academic language in addition to reading literacy, handwriting skills, social/cultural adaptation, and citizenship. Research-based instructional materials will be used to achieve the goals and objectives of the grant as delineated below. Gateway to Science: Vocabulary and Concepts, a research-based content based language program for non-English speaking students, will be purchased to increase Science academic language proficiency. Gateway to Science is a unique program designed to introduce students to content-area knowledge and skills needed to meet the requirements of science programs and state assessments. Using picture dictionary and textbook formats, students acquire key vocabulary, concepts, and learning strategies that help boost their success in science! The textbook addresses vocabulary and concepts for: Science Basics, Life Science, Earth Science, and Physical Science. 6 Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009 Scientific Calculators will be purchased and used to enhance the acquisition of Science academic language and prepare immigrant students for the use of this technology to increase Science FCAT proficiency. The Reading Basic Kit (Hampton Brown), a specialized literacy program that incorporates language acquisition and literacy skills will be purchased and used for recently arrived immigrant students with interrupted or no schooling in their native language. The Inside Reading: Academic Language Kit (Oxford University Press) for intermediate and advanced level students is a specialized reading support program to increase academic language proficiency that will be purchased to address the reading needs of these students participating in the program. To enhance the success of the Immigrant Student Tutoring Literacy program different types of dictionaries from Oxford University Press will be purchased. For high schools the following will be purchased: Days of the Embassy in English &Spanish, and the books: Everyday Idioms Book One and Book Two. The Department of Multilingual Student Education Services will offer one research-based professional development opportunity for district staff, literacy coaches and teachers of immigrant students during the grant period. We will contract with the Center for Applied Linguistics to hire a consultant that will deliver a 24-hour training module entitled What’s Different About Teaching Reading to Students Learning English? This training will provide teacher trainers with research- based curriculum to facilitate the professional development of teachers who teach reading to English language learners. This is a training of trainer institute; hence, we will build capacity within the department. All participants will be required to deliver a 24-hour training module entitled What’s Different About Teaching Reading to Students Learning English? within their respective school, a school that they service, or their department. This process will be documented by maintaining appropriate records: professional development agendas, signin sheets, and copies of participant certificates of completion. Participants will receive the trainer binder and materials to conduct training at their assigned schools. The Zaner Blozer Handwriting Kit will be purchased and used to assist recently arrived immigrant students who have interrupted or no schooling in their native language with handwriting literacy skills. A Pre-and Post Test will be developed and administered to all participating students to determine the success of the Immigrant Student Literacy Camps. Assigned teachers to the Immigrant Student Literacy Camps will be trained on how to use the supplementary programs and materials and will receive on-going support from Title 7 Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009 III staff to ensure the success of the services for immigrant students. Teacher salaries, instructional language/literacy programs and materials for the tutoring program will be sponsored by the immigrant grant to achieve the goals and objectives. Outcome: It is expected that by June 2009, at least 80% of the students identified will have successfully completed the Immigrant Student Camps for recently arrived students in middle and high schools. Activities for Objective 2: In August 2008, parents of selected elementary schools with the highest influx of immigrant students will receive information on the Family Literacy Camps available to assist them in progressing with literacy skills (linguistic/speaking, academic, social/cultural, civics) needed to be successful in their new culture and assisting their children with academic and social success in school. The MSES Department will provide in-service training to the Title III Instructional Coaches and /or school Compliance Teacher on the use of materials to be used in the Family Literacy Camps at their assigned schools. It is expected that immigrant parents will enhance their English knowledge, and learn about the educational system, their working environment, and assisting their children with their educational journey in school and the new culture. A Family Literacy Program: Fresh Start for non-English speaking parents will be used to facilitate in-service in English language acquisition, progressing with literacy skills (linguistic/speaking, academic, social/cultural, civics) needed to be successful in their new culture and assisting their children with academic and social success in school. The components for the parent program are: Vocabulary Enrichment Workbook Reinforces lesson vocabulary, reading and writing skills, and content through real-world activities. Tutorial Handbook Lessons and activities help adult learners learn more about parenting and the school system, enabling them to better meet the needs of the ESL student and to become effective tutors. To this end, the Handbook provides tips, strategies and activities. A Florida Parent Handbook will be used to support parents of immigrant students in understanding the educational system and expectations for students. 8 Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009 Conduct a Train the Trainer session for Title III Instructional Coaches and/or school Compliance Teachers assigned to the selected schools will be done to ensure fidelity of implementation of the literacy program and collaboration with Title III services already in place. The Title III Instructional Coaches and/or School Compliance Teachers will coordinate and implement the Family Literacy Camps at their assigned schools. The proposed parent involvement activities using the Family Literacy Program will encourage immigrant parents to become more involved in their students’ academic and social development. These activities will be implemented from August 2008 to June 2009. As required by Title III, Immigrant Grant, the Family Literacy Camps activities will be documented by maintaining appropriate records: agendas, and sign-in sheets for Title III audit purposes. Outcome: At least 65% of participating immigrant parents will participate in the immigrant Family Literacy Camps and events as implemented at the selected schools and/or organized by community-based organizations for immigrant families. Goal 3: Provide additional professional development for middle and high school counselors to enhance cultural understanding of immigrant students and their unique linguistic, academic and social/cultural needs. The acculturation process and the US ways of immigrant students will be emphasized in the training session. Objective 3: At least 80% of guidance counselors who participate in the professional development session will demonstrate an increase in knowledge of social/cultural issues our immigrant students face in their educational journey in school as documented in the OCPS professional development evaluation form. Activities for Objective 3: The MSES Department will provide cross cultural and understanding in-service training to middle and high school guidance counselors between August and December of 2008. . The Cultural Portraits Guide will be purchased and provided to guidance counselors who participate in the in-service training. Area Superintendents, Executive Area Directors and selected district staff from various departments will be invited to participate in the training. A copy the Cultural Portraits Guide will be provided to ALL schools with immigrant students to enhance their professional development program for teachers and staff at the school, as well. The Guide for the Placement of Foreign-Born Students developed by the School Board of Broward County, Florida will also be used in the training and provided to participants. 9 Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009 This grant application has a high focus on training for educators, parents and students for this reason 10 laptops and LCD projectors that will be used exclusively for training purposes will be purchased to achieve the goals for this grant. 3. Capacity Building: Describe how the district will build capacity at both district and school levels to address the needs of and to provide enhanced instructional opportunities for immigrant children and youth. OCPS will use this Title III sub-grant to build capacity to continue to provide highquality language instruction educational programs for immigrant students once the project funds are no longer available. By incorporating these innovative programs, the students will be provided the tools with which to meet the challenges of the future as participatory citizens of a global society. The MSES Department will communicate with the community organizations that support immigrant student populations to discuss Title III Immigrant Student Services, solicit necessary support and request information regarding our immigrant students and their families. This process will be documented by visits and telephone communication by the Title III assigned staff. Furthermore, the Title III assigned staff will contact participating schools, their community organizations, and faith-based organizations to notify and promote upcoming parent conferences, community college tour, and teacher training opportunities. 4. Indicate how the activities proposed are supplementary and do not supplant activities and services funds under other state or federal funds. The proposed activities will supplement existing efforts already in place and in no way will supplant any of these activities. The services that will be provided through the implementation of the goals, objectives and activities stated in this grant are different because of the specific students targeted. This initiative specifically targets immigrant students, as defined by federal law. Their needs and circumstances are extremely different from other student populations classified as ELL. Consequently, our student immigrant population has academic, cultural/social, and guidance needs that deviate from the norm, and must be specifically addressed. Coordination of efforts with appropriate community-based organizations from the Hispanic and Haitian community will continue to be established. Since the Immigrant Grant is part of Title III, it will be managed by the Title III Senior Administrator. The Director who supervises the Title III Administrator, and the Associate Superintendent in Multilingual Student Services Department, will provide support services to the grant. This reflects the in-kind support provided by the school district to federal grants. Immigrant funds will be used to enhance and expand services being provided under Title I and Title III already in the district to ensure collaboration and avoid duplication of 10 Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009 services for immigrant students and their parents. The project goals not only focus on second language proficiency, but also on cultural/social awareness, motivation to pursue higher education, acculturation to the United States, and individual academic achievement. Participating immigrant students, parents, teachers, paraprofessionals, community language facilitators, bilingual/bicultural guidance counselors, and community partners will work collaboratively to attain this program’s goal of increased academic and social success of the immigrant student population in OCPS. 5. Unique Needs of Recently-Arrived Immigrants: Identify the unique needs of recently arrived immigrants. Describe how proposed activities will address those needs and how they will increase immigrant student achievement. Indicate how increase in student achievement will be measured. Research shows that immigrant students, especially newcomers, face many obstacles in making the transition from a foreign school into the US educational system and need guidance to negotiate the system successfully. Research shows that academic support services such as tutoring, summer schools, weekend programs, and academies improve students' cultural/social, academic and English language skills. CELLA results show that the majority of newcomers lack English language skills to succeed academically. Therefore, special assistance needs to be provided to immigrant students based on their second language acquisition stages and academic background in their country to assist them in acquiring language proficiency and enhance academic skills in order to improve their academic achievement and the acculturation needed to be successful in middle school and in high school. This Title III Immigrant grant proposes to offer Immigrant Student Literacy Camps that will be implemented either before or after school sessions to support the unique needs of immigrant students. To achieve the goal for the Citizenship Component for the Immigrant Student Literacy Camp, the Project “Citizenship” kit utilizes the Civics and Citizenship Education Program which includes components of the US Citizenship and Immigration Services Toolkit plus a Manual for Civics Education and Citizenship to prepare students and adults for Citizenship in the USA. It also incorporates the High School program “We the People” a curriculum of 6 units with 39 lessons addressing principles of constitutional democracy and a culminating authentic performance assessment. Critical thinking exercises, problem-solving activities, and cooperative learning techniques help develop participatory skills necessary for students to become active, responsible citizens. The program: • • Examines the philosophical foundation underlying American constitutionalism Explores the rights and responsibilities of citizenship 11 Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009 • • • Demonstrates how students can participate in and influence civic life and government Provides comments in the teacher's edition that enrich content Reflects states' instructional standards. The curriculum is aligned with the National Standards for Civics and Government and correlates with the Florida social studies standards. The Citizenship Instructional Game is also included to provide a fun way to measure success in answering key questions which are included in the new Citizenship Exam. The curriculum is aligned with the focus of teaching language skills through topics from content areas. The proposed activities under the Title III, Immigrant Grant address reading initiatives and incorporate the Florida State Board of Education (SBE) strategic imperatives as well as Just Read Florida! initiatives. Support for Reading/Strategic Imperatives The proposed activities to be carried out under the Title III Immigrant Sub-Grant address reading initiatives and incorporate the following Florida State Board of Education (SBE) strategic imperatives. Strategic Imperative 3: Improve Student Rates of Learning 3.1.a. Annually increase the percentage of students that meet or exceed proficiency levels on the FCAT. This is achieved since:  Schools utilize Just Read, Florida! Guidelines to monitor the implementation of rigorous reading requirements to ensure that the number of students who score below level 3 on FCAT Reading is significantly decreased. Orange County Public Schools has a plan to meet Just Read Florida! initiatives that include:  Monitor and enforce that all schools have an uninterrupted reading block.  Conduct fidelity checks of reading instruction in schools.  Facilitate improvement plans for schools through a process of fidelity checks and student performance data.  Train principals on classroom walk-through strategies, including how to give feedback to teachers.  Intensify interventions to schools based on progress monitoring data.  A Reading Intervention Plan for ELL and Immigrant Students incorporated in the Reading Plan submitted by the district to FDOE. 12 Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009 Objective 1: Increase reading gains as measured by diagnostic reading scores will be implemented in alignment with Strategic Imperative 3, Improve Student Rates of Learning, which focuses on reading intervention strategies for students who read below grade level in required courses such as intensive reading and developmental language arts. Objective 2: Increasing parent involvement opportunities will be implemented in alignment with Strategic Imperative 3, Improve Student Rates of Learning, which focuses on increasing parental and family involvement in teaching and encouraging reading. Objective 3: At least 80% of guidance counselors and educators who participate in the professional development session will demonstrate an increase in knowledge of social/cultural issues our immigrant students face in their educational journey in school as documented in the OCPS professional development evaluation form. Dissemination/Marketing The Orange County Schools will utilize funds from the Title III Immigrant Grant to disseminate general information in the languages identified (Spanish, English, and Haitian–Creole) regarding the Immigrant Grant program services, including dissemination of information to parents/guardians whose heritage language is other than English through:  The MSES district’s website  Ongoing communication between the DOE Office of Academic Achievement through Language Acquisition (AALA) staff and the MSES staff. The Multilingual Student Education Services Department will be responsible of planning all activities for the dissemination plan in the languages identified to comply with federal requirements. Budget (See separate Budget Form DOE 101) Reporting Outcomes: Describe how your district will evaluate the outcomes and services provided. Include measurable goals and objectives associated with the anticipated outcomes as well as specific data that will be collected and analyzed to evaluate achievement of those goals and objectives. The main purpose of the projects implemented under the Title III Immigrant Grant is to ensure that immigrant students develop high levels of English language proficiency and academic performance. The evaluation plan will: 13 Orange County Proposal to Enhance Instructional Opportunities for Recently-Arrived Immigrant Children and Youth NCLB Title III Part B, Subpart 4 2008-2009  Describe the programs and activities implemented for immigrant students and their families (other than services provided under Title III to ELL) approved for this grant.  Determine the impact of services provided to immigrant students and families that are different than those provided to ELL under Title III funds. (Family Literacy Camps- Immigrant Student Literacy Camps- Materials and programs implemented).  Determine the attainment of the proposed objectives and outcomes.  Analyze the 2009 CELLA scores to determine impact of the Immigrant Student Literacy Camps, as applicable.  Recommendations for enhancement and/or areas of need. Objective 1: At least 50% of participating students will demonstrate an increase of 2% (from the 2008 CELLA scores) in listening, speaking, reading, and writing skills as measured by CELLA in the 2009 administration, as applicable. Objective 2: At least 50% of immigrant parents who participate in the Family Literacy Camps will demonstrate an increase in knowledge of English basic skills and the educational system as measured by an entry/exit survey. This survey will consist of a Likert scale measured from 1 to 5. The Accountability, Research, and Development will collect and analyze data to develop an Immigrant Grant Report describing all activities implemented, attainment of goals and objectives, analysis of assessment data, enhancement modifications to programs and services implemented to meet federal requirements on Reporting Outcomes for Title III, Immigrant Subgrant. 14