A Brieﬁng Book on Grants and Specially-Funded Programs at … · preparation of interim and final financial reports, is the responsibility of the Specially-Aided department through

A Briefing Book on Grants and Specially-FundedPrograms at Eastern Suffolk BOCES

Educational Services That Transform Lives

Compiled as of January 2013 by the Eastern Suffolk BOCES Office of Planning and Program Improvement and the Department of Business Services.

20112012

Grants & Specially Funded Programs - Briefing Book 2011-12 - i -

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 30 million dollars of specially funded projects were facilitated in the 2011-12 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 2011-12 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 2012-2013 school year.

Grants & Specially Funded Programs - Briefing Book 2011-12 - ii -

TABLE OF CONTENTS

INTRODUCTION / OVERVIEW ................................................................................................ i Barraco, Gail – Administrative Coordinator School Library Systems – Categorical Aid for Automation ................................................ 1 School Library Systems – Library Services and Technology Act – Taking it on the Road (LSTA) .......................................................................................... 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 (ITI-BE) ............................................................................... ………………………………..5 Long Island Bilingual Education Resource Network (RBE-RN)……… . …………………..6-7 Intensive Teacher Institute in Bilingual Special Education (ITI-BSE)…………… .. ……...8-9 Nassau Title III Part A Consortium, NCLB………………………… .. ……………………10-11 Suffolk Title III Part A Consortium, NCLB………………………… .. ………………….…12-13 Brown, Carol – Administrative Coordinator Arts-in-Education Model Demonstration & Dissemination (AEMDD)... ………………..14-15 Buergers, Lucille – Program Administrator

Alcohol Abuse Reduction Grant (ACES) . …………………………………………………16-20 Chemical Dependency Services Agreement……………………. .... …………………….21-22 Learn to Be…Tobacco Free School Health Education Initiative ................................. 23-24 Suffolk County Stop-DWI Program ............................................................................. 25-26

Dean, Harold, Ed.D. – Administrative Coordinator Supporting Successful Strategies to Achieve Improved Results (S3TAIR)………………..27 Dembia, Robert – Administrative Coordinator

Jail Education Program………………………………..……………………………………...28-29 Perkins VATEA II Criminal Offender……………… ……………………………………….30-31

Egloff, Barbara – Divisional Administrator Employment Preparation Program (EPE) ....................................................................... 32 Workforce Investment Act (WIA Civics) .......................................................................... 33

Workforce Investment Act (WIA Title II Adult Education) ................................................ 34 Kiley, Janet – Program Administrator

OPWDD Supported Employment ................................................................................... 35 Perkins IV Title I Secondary Basic Formula ..................................................................... 36 Perkins IV Title II Technical Preparation (Tech Prep) ................................................. 37-38 Supported Employment ................................................................................................... 39

Leone, Vincent – Program Administrator

Regional Special Education-Technical Assistance Support Center (RSE-TASC) Part 1 and Part 2 ................................................................................... 40-43

Grants & Specially Funded Programs - Briefing Book 2011-12 - iii -

Moore, Ellen – Administrative Coordinator

Learning Technology Grant ............................................................................................. 44 Title IID EETT - LI CARES ......................................................................................... 45-46

Schnurman, Julia – Family Education Outreach Programs (FEOP) – Coordinator

Esperanza Homeless ...................................................................................................... 47 McKinney-Vento Homeless Children & Youth Program Suffolk County (local)................. 48 Migrant Education Outreach Program (MEOP) ................................................................ 49 Mobile Outreach Parent-Child Home Program (MOPCHP) Morrison Foundation – ................................................................................................. 50 Mobile Outreach Parent-Child Home Program (MOPCHP) Edith Glick Shoolman Foundation ................................................................................. 51 Mobile Outreach Parent-Child Home Program (MOPCHP) The New York Community Trust .................................................................................... 52 Mobile Outreach Parent-Child Home Program (MOPCHP) Wading River Congregational Church ........................................................................... 53 Mobile Outreach Parent-Child Home Program (MOPCHP) Raymond J. and Mary C. Reissert Foundation .............................................................. 54

Senzer, Roberta, Ed.D. – Project Director

Early Reading First ..................................................................................................... 55-57 Singer, Donna, - Program Administrator Carl D. Perkins Vocational Education…………………………………………………………..58 Act Basic Grant (VATEA) Suffolk County Workforce Investment Act (WIA County)……………………………………..59 Zoob, Hilna- Program Administrator Medicaid in Education ........................................................................................................... 60

Grants & Specially Funded Programs - Briefing Book 2011-12 - 1 -

School Library Systems – Categorical Aid for Automation

Supervised by: Gail Barraco, Administrative Coordinator Project # 0364-12-0036 7/1/11– 6/30/12

Name of Funder: Library Services and Technology Act – Federal through State Funding Project Description: Regional resource sharing is provided through computerized cataloging accessible by all schools. Students and teachers routinely request interlibrary loans. Highlights of 2011-12 Activities/Outcomes: A portion of the funds designated toward a subscription purchase of ABC-Clio Online Databases for our VRC Service ($5273.98).The remainder of the funds ($11,837.02) are being rolled into the following year.

Projections of Major Actions for 2012-13: Categorical Aid rollover funds of ($11,511.75) are targeted toward the purchase of Proquest ASCS eBooks for our newly acquired PDL Service and ($325.27) is targeted toward supplies and materials.

CoSer: F920

$17,111

Total Budget Funds for the 2011-12 Fiscal Year: $17,111


School Library Systems – Library Services and Technology Act

– Taking it on the Road (LSTA)

Supervised by: Gail Barraco, Administrative Coordinator Project # 0070-12-0019 4/1/11 – 3/31/12

Name of Funder: Library Services and Technology Act – Taking it on the Road (LSTA) Project Description: The greatest need for our users is access to high-quality professional development. These monies are spent bringing professional development to our region’s teacher-librarians on topics that are of importance to them and the educational community. Highlights of 2011-12 Activities/Outcomes: This was a two-year grant broken into two dispersed amounts of ($5,470.00) for each year. The entire amount for the first year ($5,470.00) was expanded for professional development by an educational consultant as it relates to Inquiry Learning. She has been involved and teaching Inquiry Learning for over five years in the Capital region.

Projections of Major Actions for 2012-13: All monies allotted for second year of grant ($5,470.00) were targeted toward and expanded entirely the educational consultant specializing in Inquiry Learning. She held two full sessions of Inquiry Boot Camp and one full day of Inquiry Learning for all Library Media Specialist and Teacher teams in attendance.


CoSer: F950

$5,470


School Library Systems – Operating Aid


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 includes Internet and online database training and workshops specific to library media specialists/programs. Highlights of 2011-12 Activities/Outcomes: Operating aid has been expended on salaries and benefits for: School Library System staff ($159,899); contractual expenses ($920.90); travel to districts on BOCES business ($1424.79); and indirect costs ($3,355).

Projections of Major Actions for 2012-13: Operating aid rollover ($5,400) targeted toward Marshall Cavendish eBooks for the VRC service and ($110.75) for supplies and materials.

CoSer: F960

$171,111



School Library Systems – Supplementary Aid


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

Project Description: This program enables schools to participate in the development of a system-wide database and regional resource-sharing among all types of libraries, providing staff development such as Internet and online database training for school library media specialists and also serves as the communication link to the NYSED. Highlights of 2011-12 Activities/Outcomes: Supplemental Aid is used to support library service to our districts. ($41,418.99) of the funds was expended on salaries and benefits for the SLS staff. Travel to districts on BOCES business totaled ($1,296.04). Indirect costs were ($965.)

Projections of Major Actions for 2011-12: The supplemental aid was legislated into our state aid in response to flat funding of School Library Systems since 1993. It was an attempt to recoup some of what has been lost to inflation, the skyrocketing costs of information systems and delivery, health insurance costs, etc. The major intention for supplemental aid is to help retain staff and keep pace with technology and library service expenditures. Supplemental Aid rollover funds are targeted toward our Annual Symposium Speaker ($1,200.00). $25,914.00 remains in the budget at this writing and will be targeted toward additional collections to supplement our Video Reference Collection and Digital Media Library services.

CoSer: F968

$49,236



Intensive Teacher Institute in Bilingual Education

and English as a Second Language (ITI-BE)

Supervised by: Terri Brady-Méndez, Program Administrator Project # C009049 7/1/11 – 6/30/12

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 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 2011-2012. were: (a) to provide opportunities for Bilingual and ESL teachers in general education to participate in college coursework to meet certification requirements at accredited institutions of higher education throughout NYS; (b) to provide opportunities to pre-service teachers to enter the fields of Bilingual Education or ESL during their undergraduate studies, 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 LEP/ELL population. Highlights of 2011-12 Activities/Outcomes: In 2011-12

Tuition assistance was provided to 309 participants, which included 232 teachers at the graduate level and 77 students at the undergraduate level. These participants were enrolled in 17 different universities statewide.

The staff of the ITI-BE also collaborated with the ITI-BSE in organizing two Statewide Meetings (Fall 2011 and Spring 2012) at Teachers’ College of Columbia University for all participating IHEs.

Projections of Major Actions for 2012-13:

The ITI-BE will continue to carry out the mandates of its current NYS Contract, which includes ongoing recruitment efforts of potential candidates for the program, tracking and reporting regularly on progress of all ITI-BE participants, providing technical assistance to participating IHEs, and organizing Statewide Meetings of all participating IHEs in the fall and spring of each academic year. It is anticipated that there will be a new five year RFP issued for continuation of this project from 2012-2017. Because of a backlog in the NYS Office of the Comptroller, the Contract for the ITI-BE was extended for six months until December 21, 2012; it is anticipated that a new RFP will be issued in the fall of 2012. As has been the case for the 20 years of the ITI-BE’s existence at Eastern Suffolk BOCES, we expect to respond to the RFP once it is issued

CoSer: F910

$979,495



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

Supervised by: Terri Brady-Méndez, Program Administrator Contract # C010803 9/1/11 – 6/30/12

Name of Funder: NYSED Office of Bilingual Education and Foreign Language Studies (OBE-FLS) Project Description: The Long Island Regional Bilingual Education Network (L.I. RBE-RN) at Eastern Suffolk BOCES is the newly configured NYSED network that is responsible for providing free technical assistance, professional development opportunities, and consultations on programs and all other services related to the education of limited English proficient/English language learners (LEP/ELLs) to all districts across all of Long Island. The L.I. RBE-RN now provides these services to all 125 Nassau and Suffolk County school districts in all three L.I. BOCES service areas. The total enrollment of LEP/ELLs on Long Island has now exceeded 28,000 students. The L.I. RBE-RN also worked individually and collaboratively with its Regional Network Partners in providing specialized technical assistance, program consultation services, and individualized professional development opportunities for districts and schools targeted by NYSED’s Accountability System as needing intervention to improve their educational programs and services. Highlights of 2011-12 Activities/Outcomes: Eastern Suffolk BOCES administered the newly reconfigured Regional Bilingual Education – Resource Network (RBE-RN) for all of Long Island. In the RFP released by NYSED in March 2011, the former Suffolk BETAC and Nassau BETAC were combined into one region. This reconfiguration merged responsibilities in order to serve all 125 school districts on Long Island appropriately. To accomplish this feat, with as smooth and seamless a transition as possible, two offices were maintained. 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 will serve as the fiduciary agent for both offices. During the ten months of the 2011-12 school year, the L.I. RBE-RN planned and provided staff development workshops/presentations/conferences for 1,423 educators, students, and families of LEP/ELLs. The L.I. RBE-RN provided nearly 37,000 instances of technical assistance via phone, e-mail, listserv mailing lists, teleconference, and on-site or in-office consultations. The L.I. RBE-RN Director participated on a NYS Board of Regents’ authorized “Bilingual Common Core Initiative Steering Committee” that is reviewing and adapting the New York State Common Core Learning Standards to the instructional needs of Limited English Proficient English Language Learners (LEP/ELLs) that will be published and implemented in New York State in 2013-14.

Even as the catchment area for the L.I. RBE-RN was expanded geometrically, it was hampered in its efforts in 2011-12 to provide technical assistance and professional development due to the extreme tardiness of fiscal approval of the program by the NYS Office of the Comptroller. Any major activities were restricted to a minimum until February 2012, when final fiscal approval was received. Nonetheless, the Long Island Teachers’ Institute was held successfully on March 8, 2012, and the event attracted over 350 participants from all over Long Island. This year, due to

CoSer: F958

$1,291,122


the reconfiguration of the regional catchment area, L.I. RBE-RN staff trained and accompanied thirty-seven (37) Long Island H.S. juniors and seniors who attended the Puerto Rican/Hispanic Youth Leadership Institute in Albany in April 2012; six of our student delegates were awarded college scholarships provided by the NYS Assembly Hispanic Task Force. Once again in conjunction with ESBOCES Educational Support Services, L.I. RBE-RN staff trained and assisted more than 250 teachers in the Suffolk regional scoring of approximately 12,000 NYSESLAT assessments in the spring of 2012. In addition, the L.I. RBE-RN provided individualized services to the fifteen (15) NYSED targeted Long Island districts based on their identification under Title I and Title III Accountability requirements. This shift in focus of the L.I. RBE-RN’s activities represented a sea change in deployment of staff, and presented the program with staffing challenges resulting from ever-changing priorities based on new NYSED mandates.

Projections of Major Actions for 2012-13: As mentioned above, the focus of the work of the Long Island RBE-RN has shifted to place a much greater emphasis on working intensively with those districts and schools that have been identified on NYSED’s NCLB Title III Accountability System. In 2012-13, L.I. RBE-RN staff will again be deployed to provide on-site technical assistance and professional development to these targeted districts and schools. In addition, NYSED has mandated that our L.I. RBE-RN staff participate on Diagnostic Intensive Intervention Teams in selected districts as part of its new 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 LEP/ELLs.

Total Budget Funds for the 2011-12 Fiscal Year: $1,291,122


Intensive Teacher Institute in Bilingual Special Education

(ITI-BSE)

Supervised by: Terri Brady-Méndez, Program Administrator Project # C008918 7/1/11 – 6/30/12

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

Project Description: 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. In collaboration with 21 institutions of higher education (IHEs) throughout New York State, the ITI-BSE helps schools, districts, and preschool programs to provide specialized educational opportunities in the field of bilingual special education. 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. 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 LEP/ELL students in the kindergarten to twelfth grades continuum.

Highlights of 2011-12 Activities/Outcomes: Through the ITI-BSE Program in 2011-12

Tuition assistance was provided to 277 teachers, pupil personnel professionals, teaching assistants, and undergraduate students, enrolled in 18 universities at the graduate level and in four universities at the undergraduate level statewide. There were 213 participants enrolled at the graduate level and 64 enrolled at the undergraduate level. All graduate level programs of the Institutions of Higher Education (IHEs) offering ITI-BSE coursework were officially approved by the NYSED Office of College and University Evaluation (OCUE) in order to support the new TEACH system.

The ITI-BSE added one new program of study for special educators this year at the undergraduate level at SUNY College at Old Westbury.

ITI-BSE staff collaborated with the ITI-BE in organizing two Statewide Meetings (Fall 2011 and Spring 2012) at Teachers’ College of Columbia University for all participating IHEs.

Projections of Major Actions for 2012-13 The ITI-BSE will continue to carry out the mandates of its current NYS 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 participating

CoSer: F954

$899,832



IHEs, and organizing Statewide Meetings of the IHEs in the fall and spring of each academic year. Because of a backlog in the NYS Office of the Comptroller, the Contract for the ITI-BSE was extended for three months until September 30, 2012; it is anticipated that a new RFP will be issued in the summer of 2012. As has been the case for the 16 years of the ITI-BSE’s existence at Eastern Suffolk BOCES, we expect to respond to the RFP once it is issued.


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

Supervised by: Terri Brady-Méndez, Program Administrator Project # 0293-12-1724 9/1/11 – 8/31/12

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 16 component districts in Nassau 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 16 component 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, six (6) full-day professional development sessions are offered (each session is offered three times), along with a “Group Share” professional development day as its culminating activity. In addition, two on-site visits are conducted by the Model Schools consultant at each participating district. In 2011-12, 36 ESL teachers of 615 LEP/ELL students in Nassau County benefited from this program. Highlights of 2011-12 Activities/Outcomes: 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: Days 1, 2 & 3 (Oct. 24, 25, and 27, 2011) – Using iPads in the ESL Classroom in the Teaching of Language Arts; Days 4, 5, & 6 (Nov. 18, Nov. 21 & Dec. 5, 2011): Using iPads in the ESL Classroom in Teaching in the Content Areas and Day 7: Nassau Title III Consortium Group Share: Presentation of iPad Lessons to Peers (June 4, 2012). In addition to enhancing efforts to expand teachers’ ability to analyze and utilize State assessment data, this year’s professional development included an introduction to the NYS Common Core State Standards, a critical aspect of instruction that will contribute to the academic success of LEP/ELLs. The purchase of cutting-edge technology, including acquisition of ELMOs and iPads with Internet applications, and subscriptions such as BrainPop, continued to reinforce efforts to assist teachers in optimizing their use of the technology in the classroom.

CoSer: 978 $96,855




In 2012-13, the Consortium will continue its collaboration with the Nassau BOCES Model Schools Program Consultant. The consultant will be involved presenting nine full-day training sessions for ESL teachers in the Nassau BOCES region, as well as providing embedded mentoring in which she will visit each of the Suffolk Consortium districts twice. Additional emphasis will be made to incorporate the newly adopted NYS Common Core State Standards in all professional development activities and Learning Experiences during the year. At the request of the involved ESL teachers themselves, 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 teachers participating in 2013.


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

Supervised by: Terri Brady-Méndez, Program Administrator Project # 0293-12-3285 9/1/11 – 8/31/12

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 Suffolk Title III Consortium was created to assist the English as a Second Language (ESL) programs in 29 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 29 component districts and arranges for all activities related to the grant. The instructional component of the Title III Consortium is provided through a partnership with two Technology Integration Specialists from the Model Schools Programs of both Eastern and Western Suffolk BOCES. Four 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. Full-day Professional Development sessions and three days of embedded coaching of teachers in the 29 component districts are included in the program’s implementation. In 2011-12, 60 ESL teachers of 945 LEP/ELL students in Suffolk County benefited from this program. Highlights of 2011-12 Activities/Outcomes: The Suffolk Title III Consortium’s professional development activities focused on data analysis and an introduction to the newly adopted NYS Common Core State Learning Standards, as evidenced by the following training sessions: Day 1 (Two sessions on March 15, 2012) – Data Mining (two sessions): Using 2011 ELA, Mathematics, and NYSESLAT P-value Reports to Improve Instruction and Improving Instruction of LEP/ELLs: Common Core State Standards for English Language Arts & Literacy; Day 2 (Two sessions on March 26, 2012) – Improving Instruction of LEP/ELLs: Common Core State Standards in Mathematics and Improving Instruction of LEP/ELLs: Common Core State Standards for English Language Arts & Literacy in Science and Day 3: Celebration of Learning: Exhibition and Presentation to Peers (June 11, 2012). Each of the 29 districts was provided with three (3) on-site embedded coaching visits 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 LEP/ELLs. The purchase of cutting-edge technology, including acquisition of ELMOs, Digital Blue QX5 Computer Microscope, and Internet subscriptions such as BrainPop and TumbleBooks, continued to reinforce efforts to assist teachers in optimizing their use of the technology in the classroom.


CoSer: F976

$144,006



In 2012-13, the Consortium will collaborate with two Technology Intergration 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 five 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 continue to incorporate the NYS Common Core Learning Standards in all professional development activities and the required culminating Learning Experiences presented at the end of the school year. At the request of the involved ESL teachers themselves, 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 teachers participating in 2013.


Arts-in-Education Model Demonstration & Dissemination

(AEMDD) – Creative Classroom Collaboratives

Supervised by: Carol Brown, Administrative Coordinator Project # U351D100124 7/1/11– 6/30/12

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, arts education consultant Laura Reeder, and Metis Associates evaluators, ESBOCES will bring 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 will expand 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 Tilles Center 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 will center on preparation for attendance at a professional performance at Tilles Center and other cultural institutions. 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 2011-12 Activities/Outcomes:

The 2nd grade Treatment School classroom, art, music and library teachers received three full days of Peer to Peer training (after their 2010-11 four day Summer Institute) where they continued with arts integration, 21st c skills, Common Core for ELA & Literacy training as well as creating units of instruction for both of the performances and residencies.

Students in the four Treatment Schools attended two performances and 5 days of teaching artist residencies for each performance; students in the three Control Schools attended the same two performances

A cohort of 20 Teaching Artists were trained during a 3-day Teaching Artist Institute.

CoSer: F924

$347,597

$347,597.25


A website was designed to support the project and share with grantors and the general education public

Third grade teachers in the Treatment Schools received 5 days of training at the Summer Institute

Teachers in both Treatment and Control Schools completed measurement instruments for their own arts integration and 21st c 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 the North West Education Assessments (NWEA) outcomes with the evaluation team (William Floyd schools tested one class/building on each grade level)


Ongoing professional development for Treatment School 2nd and 3rd grade classroom,

art, music and library teachers through Peer to Peer sessions three times per year. Two

of these sessions will include both grade level teachers together.

Implementation of two five-day residencies and two performances for Treatment School

2nd and 3rd grade students; two performances for Control Schools 2nd and 3rd grade

students. One performance per grade level will take place at Tilles Center for the

Performing Arts; one will take place at Westhampton Beach Performing Art Center.

Completion and evaluation of teacher and student surveys at beginning and end of each

school year.

Continued development of grant website

Summer Institute in June for 4th grade Treatment School teachers.

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



Alcohol Abuse Reduction Grant (ACES)

Supervised by: Barry Rosen, Administrative Coordinator Lucille Buergers, Project Director

Project # Q184A090003 6/1/11 – 6/30/12 - $457,415 This grant ended 6/30/12 for a total of $1,106,302

Name of Funder: United States Department of Education Project Description: The BOCES ACES (Alcohol Coalition of Eastern Suffolk) initiative is intended to reduce the incidence and frequency of underage consumption of alcohol by youth under the age of 21 in the Rocky Point and Shoreham-Wading River School districts. It is predicated upon the premise that this can be done by implementing universal prevention strategies to reduce risk factors and increase protective factors, by providing intervention strategies to at-risk youth within a high school student population, and by seeking to change institutional policies, procedures, and practices to reduce the flow of alcohol to youth under age 21 through the efforts of a community coalition. Two evidence-based prevention programs were selected to accomplish the goals which include Project SUCCESS and Communities Mobilizing for Change on Alcohol (CMCA). (Final Report)

2009-2012 ACES Project Highlights: A total of 4 different counselors worked in the high schools during the grant period. They

implemented Project SUCCESS and assisted with the implementation of CMCA strategies.

New students groups were run in both schools beginning in September.

Pre-test Surveys conducted in Oct. of 9th and 10th graders at both schools.

Back to School Night/Meet the Parents night attended by counselors and materials about the program handed out.

PTA, School Board, faculty presentations in both districts presenting the program and ongoing working relationship with the school.

Parent Presentations on warning signs and symptoms held at both schools in the fall.

Fall Education Series (8 sessions) in Health Classes in both schools began after surveys were administered.

Prevention/ early intervention groups began in both schools in October.

Red Ribbon Week Activities observed in both schools in October as well as other awareness program throughout the school year.

CMCA Strategy Team meetings including SAS/PS counselors with Nia Solutions occurred throughout the grant period to work on implementing activities associated with the grant.

Airing of the student PSA’s regarding the Social Host Laws on Brookhaven Cablevision channels including MTV, VH1, The Food Network, ESPN, Bravo, TMC, MLB and our local cable news Channel 12 over the period between mid-December and the first half of January, 2011 and the final 3 that were produced regarding limiting access to alcohol products to underage persons were aired throughout June, 2012.

The public service announcements were done in collaboration with BOCES Brookhaven Technical Center’s video production program. Field trips to BTC with students from both schools to work on them was facilitated by the counselors in arranging for the students to take the BOCES bus from their school.

3 of the PSA’s completed April 1, 2011 using a ‘Positive Norms’ approach. The PSA’s debuted at the Brookhaven Technical Center and it was an event attended by over 150 students and agency and school representatives.

8 session Winter Education Series in Health classes conducted Jan. and Feb. in both schools

CoSer F823

$457,415


Post-questionnaires administered and collected at both schools.

CMCA /Project SUCCESS Display at Wellness Fair at Shoreham-Wading River High School Spring 2011 and 2012 with PSA presentations.

In the third year of the grant the strategy teams worked on addressing social marketing. The program “Not on Your Life” was chosen as a means to reach out to local businesses. Training was provided by the Suffolk County Prevention Resource Center and teams of community adults and students implemented the initiative in March, 2012.

NOYL participants visited approximately 30 local beer/liquor vendors and asked them to sign pledges not to sell to underage youth. The effort produced 16 signed pledges. The businesses received recognition in the local press and certificates to post in their store.

Two Project ACES students were awarded scholarships of $275 each for their participation for the last 3 years in the initiative. The scholarship came from BOCES and was awarded for their dedication to reducing the incidence of underage drinking in their communities.

Year 3 updates: Activity at Shoreham-WR H.S. Groupwork: As previously mentioned a primary function of the SAS counselor is to run education and support groups in the school. Over the course of the year Amy provided the following groups to students:

3 Newcomers groups

1 Non-user group

1 COSAP group

2 Alcohol and Other Drug Assessment groups Other Activities:

Assisted in efforts for the Holiday Project; helped 26 families with getting donations and delivering Thanksgiving dinners, Christmas dinners, holiday gifts for the children, and Christmas trees.

Gathered and distributed school supplies to those in need within the district.

Coordinated fundraising efforts for “A Walk for Liam”

Attended the “Cyber bullying annual counselor’s conference.”

Attended and participated in building Crisis team meetings.

Attended the “Jeff Yalden; teen life coach” assembly and supervised students after a brainstorming session.

Organized and facilitated a student forum using the strengths based model.

Pushed into the Life Skills classroom several times to do social skills activities with them.

Attended and participated CSE and Annual review meetings.

Attended and participated in weekly “Kids in Need” and Mental health team meetings.

Production of 3 Public Service Announcements written, directed, and produced by students utilizing access to alcohol in the community as a theme in collaboration with ES BOCES TV Production students.

Presented at faculty meeting regarding the program.

Organized and facilitated a group of students, parents, teachers and community members for the Communities Mobilizing Changes with Alcohol (CMCA)

Presented at a PTA meeting for parents in the community regarding the CMCA initiative and NOYL

Participated in “kick butts” day

Pre-test surveys administered to 9th and 10th graders in the fall.

Post-testing administered entire school in the spring.

Participated in the Natural Helpers Retreat.

Alcohol Awareness month activities.


Fall and Spring Project SUCCESS Education series in Health classes.

Attended PTSA meetings.

Assisted in creating a new suicide prevention program and implemented it to all 9th graders.

Created, organized and presented several self-esteem presentations and workshops for all of the natural helpers; grades 9-12.

Attended trainings and strategy team meetings for the “Not on your Life” initiative.

Participated in “NOYL”(Not on Your Life) kickoff event and lead a team that engaged in the community activity.

Summary for Shoreham-Wading River H.S. Year 3: It was another excellent year for the SAS ACES program at Shoreham-Wading River high School. The counselor had a busy, productive year and from student comments, it is easy to surmise that she helped many students deal with serious stressors in their lives. She worked collaboratively with the mental health team to ensure student safety, well-being, success, and to provide overall emotional support. Activities at Rocky Point H.S.: Groupwork: Over the course of the year, the counselor had a total of 82 different students who participated in one or more groups (including 11 newcomers). She provided the following 17 groups to students:

2 newcomer groups were run in the fall, serving 10 different students

6 prevention/early intervention groups serving 27 different students, 1 group met for 13 sessions, 1 group met for 12 sessions, 1 group met for 10 sessions, 1 group met for 17 sessions, 1 group met for 5 sessions, 1 group met for 10 sessions

1 smoking cessation group, serving 5 students, met for 14 sessions

1 COSAP (Children of Substance Abusing Parents) group, serving 7 different students, met for 9 sessions

3 anger management groups, serving 13 different students, 1 group met for 12 sessions, 1 group met for 11 sessions, and 1 group met for 8 sessions

2 stress management groups, serving 13 different students, 1 group met for 10 sessions, 1 group met for 11 sessions

1 communication skills group, serving 6 different students, met for 5 sessions

1 senior transition group, serving 5 different students, met for 4 sessions

Other Activities: As part of Project SUCCESS and Communities Mobilizing for Change on Alcohol, the counselor participated and assisted in the implementation of various activities that supported the goals of the federally funded A.C.E.S. grant. These included:

Worked a table at “Back to School Night”, 9/22/11

Presented on prescription pill abuse at IST meeting, 9/26/11

Presented on Roxicodone abuse at faculty meeting, 10/12/11

Pre-test surveys conducted with grades 9 and 10, 10/24/11

Collaborated with SADD club to decorate building for Red Ribbon Week, 10/24/11

Worked a table with information and student survey for Red Ribbon Week in the cafeteria during the four lunch periods, 10/2/11

Fall Education Series in 5 health classes, (5 lessons) 2011

Presented on drug abuse/addiction to Rocky Point Alternative HS students, 11/30/11

Chaperoned 12 students to the Youth Empowerment Conference, 12/16/11

Presented on NOYL (Not On Your Life) at Rocky Point PTA meeting, 1/10/12

Chaperoned students on field trip to Riverhead jail’s YES program, 1/25/12


Presented on NOYL at SADD meeting, 1/4/12, BANN meeting, 1/12, and in 4 government classes, 1/30

Participated in NOYL training, along with 5 students I recruited, 2/1

Facilitated a NOYL training for 8 more students I recruited, 2/28

Chaperoned field trip to Manhattan for “CSI Experience”, 3/1

Participated in NOYL kickoff event, along with 12 Rocky Point students, 3/3

Organized a school-wide assembly program with guest speaker, a 2008 RP graduate who spoke of his struggle with addiction

Winter Education Series in 3 health classes (5 lessons), 3/19-3/23

Organized and chaperoned 3 trips for 3 students to Brookhaven Tech to create PSAs, 3/30, 4/17, 5/2

Presented award to student at Rocky Point Board of Ed meeting, 5/15

Post-test surveys conducted for all 4 grades, 5/23

Participated in 5 CMCA meetings, 10/14/11, 11/15/11, 12/6/11, 3/29/12, 6/6/12 Summary for Rocky Point H.S. Year 3

This year, the counselor continued to engage a cross section of students and had 82 different students participate in one or more of the 17 various groups she facilitated. She effectively managed many crises and counseled 13 students individually. The health class lessons were once again successful and many students self-referred for participation in a group. The counselor was an active CMCA strategy team participant and helped to bring this year’s successful project, Not On Your Life, to fruition. She recruited 13 students who participated in the NOYL training, and had 12 students participate in the 3/3 kick off event. Additionally, Susan recruited and worked with 3 students in the creation of 3 PSAs that are currently airing on Cablevision. Continuing her response to an increase in prescription pill abuse and since it is usually combined with alcohol use, the counselor presented on that topic at an IST meeting, a faculty meeting and to the alternative high school students (last spring she presented to all students through phys. ed. classes). She organized an assembly program for the whole school with a guest speaker, a 2008 Rocky Point graduate and All-American Athlete, who spoke of his personal struggle with addiction. While prescription pill abuse continues to be an issue, an emerging issue is students dealing with the fallout of their friends/family members’ ATOD abuse/addiction and, in some cases, the legal repercussions that have resulted. Susan encourages the offering of educational support groups for students dealing with others’ abuse/addiction and for students who are on probation and could benefit from a recovery/social skills group. CMCA Year 3 Summary: The strategy for the year was the implementation of the Not on Your Life campaign which targeted local businesses in the contiguous communities of Rocky Point and Shoreham-Wading River. The project had its kickoff on March 3, 2012 after much planning and outreach at a local vendor and included various town, county and school officials along with community members (students and adults). The effort resulted in receiving 20 signed pledges from local alcohol vendors stating that they would not sell alcohol products to anyone under the age of 21 and that they would display NOYL program materials. Also they agreed to train their employees to ensure compliance with all laws regarding the sale of alcohol products. Additionally the participants learned marketing and point of sale techniques regarding alcohol and made observations regarding the business practices of the vendors. The project received


much publicity in local papers and also on a local cable television channel after an interview with the project director. The 3 PSA’s that were produced this year by students from both schools dovetailed with the NOYL effort and highlighted the way teens access alcohol products and served as educational and informational vehicles for the public. The PSA’s were broadcast for 4 weeks in June of this year on ESPN, the MLB channel, Bravo, VH1, MTV, the Food Network, and our local cable news Channel 12. Unexpected Grant Outcomes:

Formation of young people’s AA group in Rocky Point which began in late winter, 2011.

Production of 8 PSA’s (3 this year) that were written, directed, and produced by students from the 2 target districts and the TV/Video Production class at ES BOCES Brookhaven Tech Center. This was 5 more PSA’s than originally expected. We also reached additional students from surrounding districts who attended the tech center. Students from the target districts were trained in the positive norms approach and instructed the students at the technical center in that regard.

CMCA, Project SUCCESS, and the positive norms approach and the production of the PSA’s Featured on Suffolk County Department of Health’s cable television show Something of Substance (weekly for the month of May, 2011).

Project Director presented the ACES project at the 2nd Annual Suffolk County Partners in Prevention Conference at Brookhaven Town Hall in June, 2012.

Awarding of 2 student scholarships at the end of the grant period of $275 each to a senior from each high school who had participated in CMCA for all 3 years. The money for these awards came from another BOCES program source.

Total Budget Funds for the above Project Years: 6/1/09-6/31/12 - $1,106,302

The project ended and was not renewed


Chemical Dependency Services Agreement

(Student Assistance Service)

Supervised by: Barry Rosen, Administrative Coordinator Project # HSV001-4310-4980-00-00007 1/1/12 – 12/31/12

Name of Funder: New York State Office of Alcohol & Substance Abuse Services (OASAS) Project Description: The Student Assistance Service (SAS) was started in 1988 as a companion program 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. Funded by school districts and a grant from the New York State Department of Alcoholism and Substance Abuse Services, and with the support of the Suffolk County Department of Health and Mental Hygiene, SAS is able to provide cost-effective and highly effective prevention programming. Highlights of 2011-12:

Activities/Outcomes

Provided services to 2,684 students. Counselors provided a total of 177 classroom series using evidence-based curriculums

including Second Step, Too Good For Drugs, Project SUCCESS, Life Skills, and Why Try.

Council for Unity Anti-Gang program.

Provided educational and support groups to 1,077 students on emerging needs such as bereavement/loss, changing family/divorce, anger control, friendship, smoking cessation, study skills/student responsibility, early users (ATOD), reentry/recover, social skills, academic motivation, and social aggression.

Referrals for outside services for students and/or their families numbered 310.

5 Peer Mediation Trainings for districts involved 131 participants.

13 Diversity workshops.

There were 218 one-time classroom presentations on topics such as bullying, alcohol, tobacco and other drugs, and suicide prevention.

Provided special activities and/or programs in the following areas: peer mediation, conflict resolution, teen as teachers, transition, parent education and support groups, crisis response, social aggression/harassment prevention and education, second step violence prevention, drug and alcohol education, early intervention, education and prevention presentations for parents and students.

Wellness and Student awareness presentation for students – Kick Butts day, Great American Smoke-Out, Red Ribbon Week, and Mix-It Up.

Crisis management assistance provided to districts on 6 occasions due to a death in the district.

Several counselor positions were lost due to grants ending and the loss of one position cut from a district.

CoSer: A525

$1,201,267

Total Budget Funds for the 2012 Fiscal Year: $1,201,267


Projections of Major Actions for 2012-13

SAS counselors will continue to assess students, provide referrals, facilitate groups, teach classes, and develop other programs as needed in each individual building/district including assisting in the implementation of the Dignity Act.

Approximately 2,500 students will be serviced. Major effort to step up expansion of implementation of evidence-based programs in each

district.

Referral and Crisis services will be provided as needed


Learn To Be…Tobacco Free

School Health Education Initiative

Supervised by: Barry Rosen, Administrative Coordinator Martha Kahan, School Liaison Project # 001-4501-4560-00-00001 1/1/11 – 12/31/11

Name of Funder: Suffolk County Department of Health Services Project Description: The purpose of the School Health Education Initiative is to assist Suffolk County school districts in implementing:

A comprehensive K-12 health curriculum designed to prevent the six risky behaviors as defined by the U.S. Centers for Disease Control and Prevention. The curriculum also meets or exceeds the National and New York State Standards for Health;

Smoking cessation and pre-cessation programs for youth in secondary settings;

Effective school tobacco policies that encourage prevention and education in lieu of punitive action where smoking on campus occurs;

Youth empowerment activities such as conferences and training aimed at increasing self-efficacy of young people as a means of reducing the choice to use tobacco products and engaging in other risky behaviors.

All segments of the initiative, including materials, training and technical follow-up are provided at no charge to districts. Funding for the program comes from the county’s portion of the money awarded as part of the 1998 Master Settlement Agreement, which is intended to fund programs that support tobacco prevention and cessation.

Highlights of 2011-12 Activities/Outcomes:

Continued teachers training and distribution of a comprehensive health curriculum that meets or exceeds National and New York State standards for health education. The K-12 curriculum, entitled HEALTHSmart, addresses the six areas of risky health behaviors (including tobacco use) as identified by the U.S. Centers for Disease Control and Prevention. At present 2,721 teachers from 54 school districts, eight BOCES sites and four private schools are trained in the curriculum. This includes an additional 285 teachers trained in the 2011-2013 school year. All curriculum materials, training and support activities are being provided to schools at no charge. Many of these sites have implemented the curriculum throughout entire grade levels. In some instances, districts are implementing HEALTHSmart at various grade levels or by just a few teachers.

Publication of a HEALTHSmart e-newsletter continued as a mechanism for communicating with teachers and administrators. This proved to be an effective tool in ensuring that facility and students had up-to date materials. For example, fourth grade teachers were reminded to order new flipcharts containing the “myplate” nutrition poster, which replaced the food pyramid this year.

Training of school and community-based agency personnel continued in two smoking cessation programs entitled TAP and TEG (Tobacco Awareness Program and Tobacco Education Group.) A full day of training in TAP/TEG was held in October with 12 participants from five school districts, and one Eastern Suffolk BOCES site. In Addition, collaboration continued with the Tobacco Action Coalition of Long Island to promote the

CoSer: F882

$571,714

Coser F979

$171,535


teen smoking cessation website www.dropthebutts.org through the distribution of thousands of lanyards, pens and palm cards.

As part of our policy efforts, we continued to distribute “Welcome to out Tobacco-Free Zone” signs and resources. Additionally, we maintain an ongoing partnership with Western Suffolk BOCES to assist them in their state-funded policy initiative.

Projections of Major Actions for 2012-13 We endured a major setback when the tobacco funding was completely cut as of Dec.31, 2011 by Suffolk County. Therefore the program is no longer being run through our office. The Suffolk County Health Department continues to provide some of the activities, but have cut way back on any new initiatives or expansion. SAS applied for a new tobacco grant through the Federal Department of Agriculture. It would allow us to continue our efforts to reduce and/or eliminate tobacco use. We anticipate hearing whether or not we will be rewarded the new grant in March, 2013

Total Budget Funds for the above Project Years: $743,249

http://www.dropthebutts.org/


Suffolk County Stop-DWI Program

(Student Assistance Service)

Supervised by: Barry Rosen, Administrative Coordinator Project # IFMS No. SC PRO 0000000 1398 1/1/11 – 12/31/11 Funding was discontinues the Project was not continued in 2012

Name of Funder: Suffolk County Project Description: Students learn about the effects of alcohol on the brain and body and different BAC levels. Common myths about drinking and driving are addressed and factual information presented. In addition to classroom presentations, parent and teacher workshops are provided as requested by community groups, PTOs, school administrators, etc.

Highlights of 2011: Activities/Outcomes DWI for 9th-12th grade students in Suffolk’s five East End towns: Riverhead, Southold, Southampton, East Hampton and Shelter Island. Eastern Suffolk BOCES sub-contracts for these services with Riverhead Community Awareness Program (CAP), Alternatives East End Counseling and Judy Sherman (We Care) The following is a synopsis of the work that has been provided:

Riverhead Cap has provided the following services:

Riverhead CAP and Alternatives taught 4 sessions STOP DWI program at Riverhead High School in 13 classes. CAP taught 6 classes (24 sessions Total) for a total of 136 students in each of the 4 session.

Riverhead Cap also taught an additional 2 sessions at the STAR Academy (Alternative School) for a total of 35 students.

Conducted a full day alcohol workshop in which 4 High School students and 1 college student facilitate workshops for 34 middle school students.

Conducted Peer Leaderships Trainings which included Anti-DWI trainings. The Alternatives program in Southampton provided the following services:

Alternatives served 328 students in the Riverhead High School, a 4 day DWI prevention program with Riverhead CAP.

Alternatives worked in collaboration with the Southampton COMPASS coalition to develop and present DWI prevention messages for Southampton High School Students.

In conjunction with the East Hampton CTC, Alternatives researched, selected and implemented DWI prevention programs for East Hampton High School and the Ross School.

Alternatives served 20 teenagers from the Shinnecock Reservation with a series of year long after school and summer activities which provide alternatives to drinking. In addition Alternatives works with the policy makers on the Shinnecock Nation and Tribal security on developing procedures for handling drinking and driving on the Reservation.

CoSer F877 $32,000


The “We Care Program” has provided educational seminars and presentation consisting of scientific information in understanding the harmful effects of binge drinking and the ramifications of drinking to:

250 students in the East Hampton Health classes and Drivers Ed Classes.

65 students in the Shelter Island Drivers Ed and Health classes

20 students in the Bridgehampton Health classes.

156 students in the Southampton English classes.

170 students in the Hampton Bays Health classes and Drivers Ed classes.

165 students in the Mattituck High School Health and Drivers Ed classes.

50 students in the Ross School Health classes and Drivers Ed classes.

125 students in the Pierson Sag Harbor Health classes and Drivers Ed Classes.

Participated and contributed with the Southampton Youth Boards Parent Initiative program to inform and support parents dealing with issues of underage drinking and driving.

Conferences were held with guidance counselors, social workers and support teams to coordinate information and support students involved in harmful alcohol use and prevention of high risk behavior. Approximately 1,005 students and 73 support staff attended these conferences.

13 Presentations at Principal conferences on binge drinking and prom/alcohol issues.

Human Understanding Growth Seminars (HUGS) Presented Stop DWI through 5 weekend seminars on Shelter Island as well as other presentations in East End schools. In total HUGS presented to 12 East End school and reached a total of 1,118 students with 15 presentations. .

Total Budget Funds for the 2011 Fiscal Year: $743,250.36

Total Budget Funds for the 2011 Fiscal Year: $32,000


Supporting Successful Strategies to

Achieve Improved Results (S3TAIR)

Supervised by: Harold J. Dean Ed.D., Administrative Coordinator for Best Practices & Research Project # C009009 9/1/10 – 8/31/12

Name of Funder: Federal funds through New York State Education Department Project Description: The S3TAIR Project is New York's State Personnel Development Grant, funded through federal IDEA grants. The project's goal is to identify and document effective practices in the following areas impacting students with disabilities: literacy, positive behavioral supports, and effective delivery of special education services. Validated practices will be placed on a Statewide Clearinghouse, and select Effective Practice schools in each region will be funded to serve as model schools to assist targeted replication schools to implement the effective practices through mentor replationships. The Regional Field Facilitator coordinates the validation, documentation, and replication efforts for each practice and school. Highlights of 2011-12 Activities/Outcomes: The Regional Field Facilitator managed and documented the Long Island mentor schools and assigned replication schools in the region and throughout the state, who initiated their partnerships supported by state education grants. Activities which included reciprocal site visits, observations, video and phone conferences, online collaboration, and resource sharing were completed and documented throughout the school year. Replication schools completed baseline and end-of-year assessments to gauge the growth within their faculty and programs based on the professional development received from their mentor schools. Unpartnered mentor schools engaged in conversations with state education officials, school district personnel, hosted visits, and gave presentations on their effective practices. Regional partnerships completed end-of-project reports and interviews with NYSED and OSEP personnel. The statewide regional management of the project ended August 31,2012, and will be managed out of Albany to expend any unused funds for the next school year. Projections of Major Actions 2012-13: Several partnerships have applied to continue their work using unspent grant funds that have been authorized for continuation. These partnerships will be managed by the statewide coordinator of field facilitation based out of the Albany area and will follow the work designated in the previous year’s work plan.

CoSer: F974

$261,494



Jail Education Program

Supervised by: Robert F. Dembia, Administrative Coordinator 07/1/11 – 06/30/12

Name of Funder: New York State Education Department Project Description: Since 1975, Eastern Suffolk BOCES has been instrumental in the development and implementation of innovative Educational, Counseling, Vocational, Art, Motivational, Parenting, Civics and Transitional Programs for persons incarcerated in Suffolk County Correctional Facilities and for persons attending Suffolk County's Day Reporting Center. The Jail Education, Day Reporting and Transitional Programs (Re-ROUT) 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. These cooperative Jail Education and Day Reporting programs are represented by:

The In-Jail Adult Education services including: Adult Secondary Education (ASE)/GED, English as a Second Language, Career and Technical Training, and Career/Life Planning. These services are provided for at least six hours per week for persons above the age of 21.

The services provided by the Incarcerated Youth Program include: Remedial Education, High School Equivalency, Economics, Health, English as a Second Language, Bakery, Plumbing, Career/Life Skills Training as well as Career Planning. In some instances, curriculum work is provided by the local high schools so students are able to continue their diploma track work. These services are provided for at least 15 hours per week for persons below the age of 21. Approximately 145 persons attend daily.

The Day Reporting Center, a designated Alternative High School Program, in partnership with the Suffolk County Probation Department provides non-violent offenders Physical and Mental Health Care Services, Substance Abuse Counseling, Tutoring, Remedial Education, Adult and Youth Secondary Education and GED, Career and Technical Training, and Career/Life Skills Planning. Criminal offenders are assigned to the center as an alternative to incarceration. Participants assigned to the Day Reporting Center must attend approximately seven hours per day, five days per week. Some are under "house arrest" and are electronically monitored during those hours they are not at the center. Because a non-violent offender assigned to the Day Reporting Center must attend substance abuse counseling and educational classes at the Center, that offender has a far better chance of not repeating his or her criminal behavior than his or her counterpart assigned to the Medium or Maximum Security Facilities. Transitional Programs including the following significantly enhance the Jail Education and Day Reporting Programs.

Suffolk County Re-ROUT 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. In-Jail Re-ROUT counselors and Re-ROUT counselors working inside the Probation Department 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 Suffolk Community College in Selden. There, the ex-offender is

CoSer: F971

$2,100,351


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.


Computer equipment was updated as well as materials and supplies. In addition planning took place to include additional programs and also infusing CTE programs into the regular education program.

NovaNET, a credit recovery program was introduced allowing students to earn credits in the various academic subject areas.

A co-teaching program was instituted with a business education teacher along with the regular ESL teachers which provided the ESL population with needed skill in the areas of basic business and life skills.

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 provided three one hour presentations at the New York State Association of Incarcerated Education Programs’ Conference at Saratoga Springs in May 2012.

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 and as they transition back to society. This also led to the development of an education subcommittee focusing in on transitioning back to appropriate education programs

Projections of Major Actions for 2012-13

Continue to develop the co-teaching initiative;

Infusion of CTE Classes in different areas including Health Careers and the Arts

Focus Professional Development on teacher evaluation in the correctional classroom, authentic student evaluation, and the common core standards.

Engage in professional development to understand and utilize the new NYSUT rubrics evaluation tools for Teachers.

Look into collaboration with other incarcerated education programs.

Development of a comprehensive transition program.



Perkins VATEA II Criminal Offender Grant

Supervised by: Robert F. Dembia, Administrative Coordinator Project # 8030-12-0008 07/1/11 – 06/30/12

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 all 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.

Career explorations and skills: This module, a replacement for Computer Assisted Design (CAD), exposes students to a number of different career options and has them explore the types of skills and job opportunities that exist within the field. Students complete a career choice survey to assess their possible potential career choices, engage in a general career Webquest, engage in resume writing and cover letter writing classes, understand payroll taxes, and their rights and responsibilities as workers. The culminating activity is a speaker panel of local business/industry representatives who share information with the students.

The Basic Business Education and Entrepreneurship program provides integrated, foundational skills in both academic areas related to GED or HS diploma and basic business management and entrepreneurship. This course of study implements the ‘Principles of Business Management’ curriculum, found at http://www.emsc.nysed.gov/cte/business/docs/businessmanagementmay2006version.

CoSer: F998

$36,000

http://www.bls.gov/k12/build01.htmhttp://www.emsc.nysed.gov/cte/business/docs/businessmanagementmay2006version.%20doc


doc. This course, developed by a NYSED team, is “designed to provide a basic understanding of the essential elements of management” (NYSED, 2006). The course introduces students to fundamental management functions including planning, organizing, leading, and controlling from an historical and contemporary perspective. The module is taught collaboratively, with intensive teacher development and co-planning, so that the subject-area teachers are teaching within their certification area, while curriculum is integrated.

Increased student attendance rates: Based on an analysis of student attendance rates, there was 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.


Integrate two additional CTE programs: Graphic Art and Design and Health Careers. These programs will be fully integrated within the content program through a co-teaching and collaboration model.

Strengthen the academic and career skills of students participating in career education through integration of resume writing skills, job seeking skills, interviewing skills. Continue to develop the speaker panel of local business people to discuss expectations and employment conditions, then conduct mock interviews with students.

Provide high-quality professional development for teachers related to Sheltered Instruction and teacher collaboration.

Increase technology in the classroom (Smartboards and Apple Computers).

Provide students with strong experience in and understanding of all aspects of the Carpentry and/or Career Exploration Program.

Implement a series of modules in the Alternative High School that address building basic skills in and knowledge of a number of fiber-optics and telecommunications fields through CTE programs, an industry recognized program. The students will be introduced to a number of technical careers through learning modules aligned with the Common Core State Standards.


http://www.emsc.nysed.gov/cte/business/docs/businessmanagementmay2006version.%20doc


Employment Preparation Program (EPE)

Supervised by Barbara Egloff, Divisional Administrator 7/1/11 – 6/30/12

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 2011-12 Activities/Outcomes: For the 2011-12 school year 2,589 adults were given the opportunity of learning in our vast and diverse program in the Eastern Suffolk catchment area. Most adults in the program were determined to learn to speak, read, and write in English as well as being able to improve their mathematics skills. The remainder of the population, enrolled in ABE/ASE worked on improving their academics to pass all five sections of the GED® exam. The program has continued to improve our standing with the State Education Department and the National Reporting system that was put in place several years ago to compare programs across the state. This endeavor has resulted in continuous improvement of instructors, new professional development, and review of data monthly by instructors. Projections of Major Actions for 2012-13: For the 2012-13 year we will continue to concentrate on the improvement of student test data as measured on the National Reporting System’s student outcomes. We will develop a universal curriculum that incorporates life and career skills to strengthen academic performance. We are also implementing a change in our program design, moving away from an open enrollment program to a cycle format. A cycle format will enable us to maintain our student population and focus on instruction and continuity. We have increased the number of SmartBoards available for teachers to utilize. Professional development opportunities to strengthen technology skills, develop curriculum and to encourage collaboration between teachers at various sites has been scheduled.

CoSer: 984

$2,430,882



Workforce Investment Act (WIA Civics)

Supervised by: Barbara Egloff, Divisional Administrator Project # 0040-12-1010 7/1/11– 6/30/12

Name of Funder: New York State Education Department

Project Description: Eastern Suffolk BOCES provides adults an opportunity to improve their English language skills leading to their increased ability to obtain and retain employment.

Highlights of 2011-12: Activities/Outcomes: Eastern Suffolk BOCES had approximately 133 students that were taught English skills throughout the year. Many showed improvement as measured by the National Reporting System (NRS) and through their pre- and post-testing scores. In addition, all were given opportunities to improve

Documents

A Brieﬁng Book on Grants and Specially-Funded Programs at … · preparation of interim and final financial reports, is the responsibility of the Specially-Aided department through