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Sunnyside Unified District IDM 2003 - 2005

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Sunnyside Unified District IDM 2003 - 2005 Powered By Docstoc
					                                  IDEA Improved Parent-School Decision Making
                                    Grant Period: July 1 2003 – June 30 2005

Contact Information

Public Education Agency                      Sunnyside Unified District

Project coordinator or contact person name   Roxana E Sanders
                                             Lorena Escarcega
Contact phone number                         520-545-3800
                                             520-545-2700
Contact e-mail address                       roxanas@susd12.org
                                             Lorenae@susd12.org

Grant Purpose

The purpose of this grant is to support school systems to address improving parent-school collaborative
decision-making and the use of alternatives to resolve disagreements.

Problem Statement

Overview of the problem or situation in providing counseling services prior to the grant

    Lack of time and availability for teachers to meet with parents, inadequate parent training in various
    aspects of education, teachers not adequately prepared to work with parents and language barriers.
    Lack of ability or knowledge in any of the above mentioned areas affects student achievement.
    Without better communication between teacher and parents, it was difficult to communicate the
    importance of school improvement and how parents could work in collaboration with the school.

Participating Schools

                                      School Name                Grades Served
                                      Drexel Elementary School            K–5
                                      Summit View Elementary              K–5

Collaborative Partnerships

          Partner Name                                                    Service Provided
          Centros Comunitarios De Aprendizaje - Tec de Monterrey Education classes, GED, ESL
          Pima Community College                                          Tuition & Classes



                                                         1
Performance Indicators

Statistical performance indicators help to measure the effectiveness of the program as demonstrated by
baseline and outcome data.

                                                                                      SY 2003 – 2004   SY 2004 - 2005
December 1 special education census                                                            174               227
Number of parents of special education students involved in school activities                   14                22
Number of requests for mediation                                                                 0                 0
Number of complaints filed                                                                       0                 0
Number of requests for due process hearings                                                      0                 0
Number of students impacted by this program                                                                      158
Number of parents/families served by this program                                                                130
Number of staff served by this program                                                                             8
Number of training activities for parents only                                                                     6
Number of training activities for school personnel only                                                            2
Number of training activities for parents and school personnel collectively                                        2
Percent of total student population impacted by program                                                           13
Percent of parent population served by this program                                                               11
Percent of parents participating in training activities                                                           11
Percent of school personnel participating in training activities                                                  13
Percent of parents reporting increased knowledge, skills, or understanding                                       100
Percent of school personnel reporting increased knowledge, skills, or understanding                              100
Percent of parents reporting improved attitudes towards collaboration with school                                100
Percent of school personnel reporting improved attitudes towards collaboration with
parents
                                                                                                                 100


                                       Year 1: July 1, 2003 – June 30, 2004

Budget

         Function Code                                    Description                      Budgeted    Expended
Instruction
                                 Stipends for teachers to teach and tutor E S L classes,
                                 Computer classes, & Building Social Skills to parents.
                                 Stipends for employees providing child care for the
                                 parents during training.
                                 Stipends for teacher and support staff for Teacher &
Salaries                         Parent Training and ESL classes for parents.              9,960.00 8,149.98
                                 Computer Courses for parents - to acquire basic skills,
                                 and learn e-mail to assist their children and
                                 communicate with other parents and teachers
                                 Building of Social Skills for parents - increase
                                 communication and enhance productiveness of parent



                                                            2
                                -teacher conferences
Employee Benefits               Employee benefits                                          1,647.00    864.39
                                Consultant fees to teach and tutor ESL classes,
                                computer classes, and Building Social Skills to
Purchased Professional Services                                                             739.07     645.00
                                parents; workshop and conference registrations for
                                employees; tuition
                                Mileage and per diem
Other Purchased Services                                                                   4,182.00 1,112.22
                                Parent incentives (gift certificates and door prizes to
                                give to the parents as incentives
Supplies                        Training supplies                                          7,513.00 7,353.77
Indirect Cost
Restricted Indirect Cost Rate                                                               778.93     587.26
Total
Total                                                                                     24,820.00 18,712.62

Goals

Public education agencies establish project goals, which are found in the original application. During the
course of the first grant year, these goals may be accomplished, or the project focuses in a new direction.
Education agencies have the flexibility to modify or change second year goals to align with second year
grant activities.

Year 1, Goal 1
                                      Conduct a needs assessment for all parents at Drexel Elementary
First goal:                           School and Summit View Elementary to determine parent priorities in
                                      meeting the academic needs of their children.
Goal met?                             Yes
Year 1, Goal 2
                                      Provide the One Hundred (100) Targeted Parents at Drexel Elementary
                                      School and Summit View Elementary with the Opportunity and Means
Second goal:
                                      to Participate in District Training in order to better meet the academic
                                      needs of their children.
Goal met?                             Yes

Project Developments

First year problem solving plan, including:
a. Steps that were taken.
b. Strategies that guided project implementation.
c. Services and interventions that were provided to parents and staff.
d. Relationships with community resources.
e. Other project contributions to project development.

     Parent meetings were held to determine the greatest area of need among the parents from both
     schools. The principals from each school met with University of Arizona liaison to develop plans to
     address the needs.



                                                        3
      The liaison provided a network to a partnership with the Instituto Tecnológico de Monterrey to
       offer free basic online computer classes taught in Spanish for the parents of students in these
       schools. The classes were held in the computer lab of Drexel Elementary School. The goal of
       these classes was to improve the parents’ computer skills in order to improve communication
       between the school and home via computers (email).
      Opportunities were provided for parents in the form of ESL classes. The goal of these classes was
       to increase the parents’ English skills in order to improve communication with teachers who are
       not bilingual.
      Workshops aimed at building the parents’ social skills to increase communication and enhance
       productiveness of parent-teacher conferences were conducted.
      Child-care was provided for the parents that attended the workshops and classes.
      A technology teacher was hired to deliver the instruction of the computer classes and a University
       of Arizona student was available for tutoring.
      Brochures were designed to advertise the classes.
      There was a ribbon cutting ceremony to kick-off the Community Learning Center located at
       Drexel Elementary School.
      GED classes were held at Summit View Elementary.
      The Family Literacy Program was extended to both schools due to their rapidly growing and
       disadvantaged population.
      Pima Community College assisted in training parents and teachers to increase collaboration.

First year indicators of project success such as:
a. Individual stories of success and/or achievement.
b. Increased parent involvement due to grant activities.
c. Improved student achievement due to increased parent involvement.
d. Development of more effective communication and working relationships with parents and other
    community resources.
e. More formalized and effective training opportunities for parents and staff.
f. Amended policy and procedures addressing parent and school collaboration.
g. Other indicators that illustrate project success.

   There has been an increase in parent involvement due to the first year of this grant. More parents are
   spending time at the school, either in a supportive role or as visitors. The parents that went through
   the Instituto Tecnológico de Monterrey have said that they now feel much more comfortable using
   technology. Before, it has been stated, being comfortable in technology and computers in general
   were seen as unattainable. Teachers have stated that there is much more communication with the
   parents than before.

   The numbers speak for themselves. Programs funded through this grant have serviced 130 parents.
   Many parents have benefited from the Family Literacy, GED, ESL, Parents as Teachers and
   technology programs. These parents are much more involved in the school than before. They are
   willing and capable of assisting in classrooms more often, much more comfortable during parent-
   teacher conferences and are more likely to seek out communication with the teachers. Teachers have
   noted that the students of the families involved in these programs have begun to show improvement
   in school. They are more comfortable in class and are receiving more assistance at home.

   These programs have built parent confidence. The parents are more comfortable communicating with
   the school and teachers. These programs have allowed for more formalized training for the staff and
   parents. Flyers and surveys were developed. The results of these were more opportunities for the
   parents and staff to work together and acquire a mutual knowledge of the expectations of each side.



                                                   4
    The Title 1 compact, which every parent, student and teacher in the school must sign addresses the
    expectations pertaining to parent involvement. This form will continue to serve in this capacity, but
    new, more detailed, policies are in the works.

    There have been many indicators of project success. Summit View Elementary completed a
    parent/teacher scrapbook project detailing participation in the programs. Surveys completed by
    parents indicated that they were generally very content with the programs that the grant is providing
    for. Additionally, parents have commented to the instructors that the technology courses are
    something that has been needed and desired for quite some time. Other parents have stated their
    approval and gratitude for the GED and ESL courses. Finally, the Parents as Teachers participants
    have acknowledged that they feel much more comfortable helping their children at home.

Grant-related plans that did not work; and possible reasons why

    One matter that was impeding was the process of hiring outside agencies to teach the courses. The
    school district policy requiring background clearance made it difficult to fill positions in a timely
    manner. In addition, Instructional Assistants were willing to provide child-care, but were not able to
    do so due to restrictions on working after their scheduled hours. These are two items that were very
    impeding to the plans and implementation of the programs.

    Time is always going to be an issue. It is very difficult to have workshops after the school day
    because teachers are tired and busy. On the other hand, more parents indicated that they could attend
    workshops after school hours. Plans are under way to identify optimal meeting times.

Changes that will be made to second year grant activities to achieve successful outcomes

    Plans to train teachers and parents together are in the works. It is believed that this will allow for more
    collaboration, ease scheduling concerns and promote even more involvement.

                                      Year 2: July 1, 2004 – June 30, 2005

Budget

     Function Code                                  Description                          Budgeted    Expended
Instruction
Salaries               Stipends for teachers and tutors                                  10,000.00 3,190.00
Employee Benefits      Employee benefits                                                  1,435.00   398.18
Purchased Professional Consultant fees; workshop and conference registrations;
Services
                                                                                            892.00 1,070.00
                       tuition for employees.
Other Purchased        Mileage and per diem; parent incentives to purchase gift
Services
                                                                                          2,000.00     104.83
                       certificates and door prizes.
Supplies               Supplies for training and for parent materials and resources.      6,130.92 5,807.59
Other Expenses                                                                                0.00     0.00
Indirect Cost
Restricted Indirect Cost Rate                                                               362.08     187.09
Capital Outlay
                          Shelves and cabinets to house parent resource library in
Fixed Assets                                                                              4,000.00     148.94
                          Parent Resource Room at each site.



                                                         5
Total
Total                                                                                     24,820.00 10,906.63

Goals

Public education agencies establish project goals, which are found in the original application. During the
course of the first grant year, these goals may be accomplished, or the project focuses in a new direction.
Education agencies have the flexibility to modify or change second year goals to align with second year
grant activities.

Year 2, Goal 1
                                        Conduct a needs assessment for all parents at School #1 and School #2
First goal:                             to determine parent priorities in meeting the academic needs of their
                                        children.
Goal met?                               None, goal was successful, although time is always a factor.
Barriers that prohibited achievement:   Yes
Anticipated date of goal achievement:   09/28/2005
Year 2, Goal 2
                                        Provide the One Hundred (100) Targeted Parents at School #1 and
Second goal:                            School #2 with the Opportunity and Means to Participate in District
                                        Training in order to better meet the academic needs of their children.
Goal met?                               Yes
                                        It was difficult to schedule and accommodate both parents and teachers
Barriers that prohibited achievement:
                                        to attend trainings together.
Anticipated date of goal achievement:   09/28/2005

Project Developments

Second year problem solving plan, including:
a. Steps that were taken.
b. Strategies that guided project implementation.
c. Services and interventions that were provided to staff and students.
d. Relationships with community resources.
e. Other project contributions to project development.

     The problem was addressed by reaching out to parents and providing many opportunities for their
     needs to be met. After analyzing parents’ responses to survey we began to solicit teachers and
     programs that would assist. We collaborated with our Family Literacy Program and Pima Community
     College to offer ESL and GED courses. Additional personnel were hired to assist the parents with the
     Tec de Monterrey modules. We offered ESL and basic computer courses on Saturdays with a
     parenting component prior to the class.

Second year indicators of project success such as:
a. Individual stories of success and/or achievement.
b. Increased parent involvement due to grant activities.
c. Improved student achievement due to increased parent involvement.
d. Development of more effective communication and working relationships with parents and other
   community resources.



                                                         6
e. More formalized and effective training opportunities for parents and staff.
f. Amended policy and procedures addressing parent and school collaboration.
g. Other indicators that illustrate project success.

    Parental Involvement increased tremendously at both sites. Parents are more confident in asking for
    assistance and in meeting with teachers to discuss their children’s’ progress. The number of parents
    who attended our School Improvement meetings and parent conferences has increased, and the
    trainings and courses that were offered continued until May although they were scheduled to end in
    April because parents requested they be continued. Both sites were working under the school
    improvement process and preliminary labels show that both Summit View and Drexel will be labeled
    Performing Plus. Both sites are Reading First schools and based on Dibels data students have
    demonstrated tremendous growth in reading. 3rd and 5th grade AIMS data has also improved
    significantly the past 2 years. The overall atmosphere and tone of parents feeling welcomed in the
    schools is apparent.

Grant-related plans that did not work; and possible reasons why

   Grant related plans were successful although we always wish we could have more parents in
   attendance at what is being offered. Parents are overwhelmed with tending to children, maintaining
   households and meeting the demands of daily living. We believe our parents want to be involved and
   all want what best for their children, but it is difficult to attend evening functions or regularly
   scheduled events for weeks at a time.

Description of continued implementation

   We will continue to keep sign-in sheets of parents who attend school improvement meetings and
   parent conferences. We will continue to offer ESL and GED classes with the assistance of Pima
   Community College and our Family Literacy programs that are committed to assisting our parents.
   We will also continue to analyze results of yearly parent climate surveys that are conducted district
   wide. We will use volunteers who are willing to continue providing parenting courses during the day
   to our parents who volunteer in our parent rooms daily.

Statement of Building Capacity

The grant was designed to assist in the development of improved collaboration between parents of
students with disabilities and the school. This section describes how the public education agency will
sustain and expand this effort after the life of the grant to ensure systemic change.

   We will continue to provide parents with needs assessments yearly and continue to provide trainings,
   ESL and GED courses for as long as we can continue to get volunteers to assist. The relationships and
   partnerships that have been established will continue to be fostered and valued. Teachers will
   continue to appreciate parents and their involvement in their children’s education.




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