A Brieﬁng Book on Grants and Specially-Funded Programs at Eastern ... › cms › lib07 ›...

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.htm

http://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 interviewing and resume writing skills leading to employment.

Projections of Major Actions for 2012-13: For the 2012-2013 year we will continue to monitor student progress through the required pre- and post-testing. In addition, implementing standardized curriculum that infuses career skills will have a positive impact on our students. Students will have the opportunity to participate in a career exploration program by partnering with our Career and Technical Education program.

CoSer: F930

$42,370



Workforce Investment Act (WIA Title II Adult Education)

Supervised by: Barbara Egloff, Divisional Administrator Project # 2338-12-1018 7/1/11 – 6/30/12


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

Highlights of 2011-12 Activities/Outcomes: Eastern Suffolk BOCES has been able to continually provide educational opportunities to adults who have many barriers to employment and have successfully expended monies to help improve programming and professional development to instructors. These monies also have supported the literacy program in defraying costs. Projections of Major Actions for 2012-13: For the 2012-13 year we will continue to give adults opportunities to learn and improve their academic skills for employment and continue to have a positive impact on the National Reporting System. Collaboration with our Career and Technical Education program will help prepare our students for employment.

CoSer: F918

$415,165

Total Budget Funds for the 2011-12 Year: $415,165


OPWDD Supported Employment

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

Name of Funder: New York State Education Department, Office of People With Developmental Disabilities (OPWDD) Project Description: Follow-along and extended services are provided both on and off the job site, as frequently as necessary, to assess employment stability; and, based upon that assessment, to coordinate or provide the specific services needed to maintain employment stability. Follow-along and extended services must include at least two face-to-face meetings with the consumer at the worksite and attend the Individualized Services Plan (ISP) annual meeting usually at the consumer’s residence. Highlights of 2011-12: Activities/Outcomes: We provided services to 112 consumers working at 89 businesses throughout Suffolk County. We were able to maintain employment for 109 of these consumers, despite many having their hours reduced due to the poor economy. We are currently seeking employment for three consumers.

Projections of Major Actions for 2012-13: Eastern Suffolk BOCES along with all adult funded Supported Employment Programs in New York State are in the process of enrolling their clients in the New York Employment Services System (NYESS). NYESS is a computer system used by providers of employment-related supports and services in New York State. NYSESS identifies available employment opportunities that match an individual’s skill and preferences and assists providers of employment-related services in coordinating supports for individuals serviced by multiple providers. Consumers are currently assigning their Ticket to Work with NYESS System and choosing Eastern Suffolk BOCES as their employment network. The Eastern Suffolk BOCES Supported Employment Program is coordinating the consumer’s continuous job development services with the NYS Job Zone-Job Bank funded by the Department of Labor.

CoSer F873 $242,768

Total Budget Funds for the above project years: $242,768 1/1/11- 12/31/11- $231,207 1/1/12- 12/31/12- $242,767


Perkins IV Title I Secondary Basic Formula

Supervised by: Joseph M. Delgado, Program Administrator Project # 8000-12-0014 7/1/11 – 6/30/12

Name of Funder: New York State Education Department, Office of Curriculum and Instructional Support Project Description: The VATEA Secondary project provides funding to school districts and BOCES in Eastern Suffolk toward the improvement of Career and Technical Education and access to quality programs. Eastern Suffolk BOCES facilitates a regional VATEA consortia which partners with school districts to enhance student success in district-based and Eastern Suffolk BOCES Career and Technical Education programs. Highlights of 2011-12: Activities/Outcomes:

Supported the growth of Career and Technical Education programs throughout the region and used Perkins’ fund to enhance and enrich existing career education classes;

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

Focused and implemented over 83 activities that were directed to the needs of special populations;

Planned and implemented 51 Career Fairs, 4 College Fairs, and provided Business and Industry classroom speakers for over 60 CTE presentations;

Purchased over $400,000 in supplies and equipment utilized in business and industry for our CTE classrooms.


Continue integration of rigorous academics with career and technical instruction

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

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

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

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

Evaluate location of CTE classes and integrate accordingly to increase integrated activities for those students;

Continue purchases of equipment utilized in business and industry.

CoSer: F915

$860,934



Perkins IV Title II Technical Preparation (Tech Prep)

Supervised by: Joseph M. Delgado, Program Administrator Project # 8080-12-0012 07/1/11– 6/30/12

Name of Funder: Carl Perkins Vocational and Applied Technology Education Act (Federal) Project Description: This project provides for the collaboration between Eastern Suffolk, Western Suffolk, Nassau BOCES, participating school districts and local colleges in developing a seamless transition from secondary to post-secondary levels for students pursuing careers in technically related areas. It is designed to strengthen links between secondary and post-secondary schools. Perkins Title II is a grade 9-12 plus two years of post-secondary planned sequence of study, designed to provide technical skill preparation, beginning as early as the ninth year of school, leading to an Associates degree or an apprenticeship program of at least two years following secondary instruction. Highlights of 2011-12 Activities/Outcomes:

Developed and increased the number of articulations between CTE classes and colleges nationwide;

Increased the number of CTE courses requiring an industry assessment;

Enhanced CTE courses by purchasing state-of-the-art equipment and supplies;

increased the number of CTE courses with integrated academic credit;

provided opportunities for CTE students to explore postsecondary options by attending College Career fairs organized by the Consortium;

Provided business and industry speakers to CTE classes;

Provided field trips to local businesses and work site for all CTE students;

Increased the number of Special Education students enrolling in CTE classes;

Increased the number of non-traditional students in CTE classes;

Supported 11 career fairs throughout the region;

Provided 105 staff development opportunities to guidance counselors, LEA administrators, and teachers to educate about the many advantages for students to explore Career and Technical education;

Supported 22 opportunities that provide for the recruitment of the non-traditional student and special populations in CTE courses;

Assisted with the development of Programs of Study that focus recruitment efforts to include non-traditional and special populations.

Additionally, there were 40 technical assistance meetings discussing the recruitment of non traditional students, as well as students with special needs, into particular CTE classes.


Continue to increase the number of students pursuing Career courses at the college level;

CoSer: F905

$430,625



Increase the number of Special Needs students in Tech Prep classes;

Increase the number of students in non-traditional CTE course offerings;

Continue to purchase equipment utilized in business and industry;

Continue to publicize CTE classes to all students on Long Island through guidance counselor presentations, advertisement through the electronic media, career fairs, parent-teacher associations and various venues.


Supported Employment

Supervised by: Joseph M. Delgado, Program Administrator Project # C010089 10/1/11 – 9/30/12

Name of Funder: New York State Education Department, Office of Adult Career and Continuing Education Services/Vocational Rehabilitation (ACCES/VR) Project Description: Supported Employment is paid competitive work that offers ongoing support services in integrated settings for individuals with the most significant disabilities. Supported employment is intended for individuals whom competitive employment has not traditionally occurred or has been interrupted or intermittent as a result of a most significant disability and who also need ongoing support to maintain their employment. This employment outcome is obtained by providing intensive service and is maintained through the provision of extended service. The level of employment participation may be full or part-time based upon the interests and abilities of the individual. This project provides funding for intensive job coaching services to students with severe disabilities within the last year prior to graduating or aging-out of the public school system. Job coaching is the central element to Supported Employment, which provides the necessary support for individuals with severe disabilities to succeed in inclusive and competitive employment. Highlights of 2011-12 Activities/Outcomes: Intensive job coaching services has been provided to 53 consumers at 41 different business sites throughout Suffolk County. Consumers worked 20 to 40 hours a week throughout all three

shifts. These consumers were placed in retail, warehouse, assembly, or custodial positions.


Continue to assist consumers find and maintain employment

Stabilizing all consumers within the expected time frame;

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

Reviewing current practices to ensure we continue to improve the quality and timeliness of our services.

CoSer: F921

$212,476



Regional Special Education-Technical

Assistance Support Center (RSE-TASC)

Part 1

Supervised by: Vincent Leone, Program Administrator Project # C010616 7/1/11 – 6/30/12

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


Participated in the development of the 2012-2013 RSE-TASC Regional Work Plan;

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

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

Regional training projects included, but were not limited to several successful training “series” in: Response to Intervention (RTI), New CSE/CPSE Chairperson Training, and FBA/BIP Training.


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

CoSer: F942

$1,170,731



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

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

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

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

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

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

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

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


Regional Special Education-Technical Assistance Support Center

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

Project # C010616 7/1/11 – 6/30/12

Name of Funder: Office of Special Education – Federal through State Funding Project Description: The RSE-TASC works in partnership with the Office of Special Education’s (OSE) Special Education Quality Assurance (SEQA) offices, and other OSE and NYSED supported initiatives to provide directed technical assistance and professional development to improve instructional practices and outcomes for students with disabilities. The primary recipients of these services will be those school districts determined by the OSE to be “at risk”, “Needs Assistance”, “Needs Intervention”, or “Needs Substantial Intervention” in order to (a) improve outcomes for students with disabilities and (b) to meet the State’s targets for improvement as identified in the State Performance Plan (SPP). However, non-designated districts are invited to participate in all regional training opportunities as well. Highlights of 2011-12 Activities/Outcomes:

Special Education School Improvement Specialists (SESIS) participated as sub-group specialists for students with disabilities on School Quality Review (SQR) teams in 59 schools across Long Island;

Developed and implemented 18 new Quality Improvement Plans (QIPs) across Long Island, providing researched based professional development and technical assistance to improve outcomes for students with disabilities in those 18 school districts.

Participated in the development of the 2012-2013 RSE-TASC Regional Work Plan.


SESIS from the RSE-TASC will participate as sub-group specialists for Diagnostic Tool for School and District Effectiveness (DTSDE) Reviews if the sub-group of students with disabilities is one of the Accountability sub-groups in a particular district. Based on those criteria, SESIS will participate in nine DTSDE reviews as sub-group specialists on Long Island throughout the 2012-2013 school year;

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

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

o Conduct an analysis and review of instructional practices, using the Quality Indicator Review and Resource Guides developed for this purpose;

o Develop upfront agreements with districts/schools to establish the level and type of commitment the district/school will make to improve and sustain

CoSer: F964

$594,030



improvements in its instructional programs and practices for students with disabilities;

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

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

o Provide high quality, professional development to the school district in a manner that will lead to district-wide improvement of instructional programs and practices; assure systems of progress monitoring are established and progress is documented; review and revise the QIP as necessary to ensure systemic change is occurring;

o Submit the QIP for each district to the OSE as required by the OSE; o Participate in the OSE directed professional development, statewide

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

o Participate in workgroups as established by the OSE, including workgroups to develop, review and revised Quality Indicator Review and Resource Guides; and

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

by the OSE.


Learning Technology Grant

Supervised by: Ellen Moore, Administrative Coordinator Project # 0647-12-0013 07/1/11– 06/30/12


Project Description: Growing Up Green: Digital Activism targeted students in participating schools to fulfill their potential and improve skills to master:

NYS exams in math and science;

NYS Math, Science, and Technology Academic Standards (NYS MST);

Technology literacy skills; and,

Digital safety knowledge.

The NYSED Title IID Eligible List was reviewed to identify potential participating public schools (http://www.emsc.nysed.gov/funding/2009eett.html). A student assessment score review for all student groups revealed special education student scores were the weakest. All proposed participating schools will include special education students to improve their seventh and eighth grade math scores. This proposal, Growing Up Green: Digital Activism, will specifically address each of these areas of weakness, while grounding lesson activities in STEM projects, and promoting enhanced collaboration between participating partner schools. In a three-step process, Model Schools Professional Developers will work directly with teachers in respective subject areas in selected

middle schools to create learning experiences integrated with technology, implement these in the classroom, and reflect upon these curriculum enhancements for future growth.

Highlights of 2011-12 Activities/Outcomes: Eastern Suffolk BOCES Model Schools Program provided a total of 19.75 out of 20 days of professional development to the participating schools. South Country opted not to continue with the grant and Our Lady Redeemer replaced South Country School District. We trained a total of 22 seventh and eighth grade teachers; five Science teachers, and seventeen non-ELA or math teachers. The collaborative nature of education and the quality of the training encouraged educators to join this professional development experience. Project activities impacted 1,000 students. Seven teachers were willing to tape their lessons which were posted to the ESBOCES Model Schools website August 2011 at http://www.esboces.org/MS. The Annual Peer Review and Advisory meeting took place on June 4, 2012. A total of seven Educators attended this meeting. During the meeting, attendees discussed their classroom activities which included a bridge to their after-school efforts. Participating administrators and educators thanked the Model Schools Program for providing quality customized professional development. Educators engaged in Peer Reviews and discussed the value of the projects and of the Peer Review process.

Projections of Major Actions for 2012-13: Grant Ended

CoSer: F903

$50,000


Fiscal Year: $50,000

http://www.emsc.nysed.gov/funding/2009eett.html

http://www.esboces.org/MS


Title IID EETT – LI CARES

Supervised by: Ellen Moore, Administrative Coordinator Project # 0291-12-1015 07/1/11 – 8/31/12

Name of Funder: New York State Education Department Project Description: Our focus in responding to the Title IID Enhancing Education through Technology (EETT) grant RFP is geared towards System Change of Teaching and Learning though Technology as part of the Leadership and System Change through Technology Innovation category. A Long Island wide consortium of the three Long Island BOCES, Teacher Centers, and sixteen high-needs districts work to support participating high school teachers to increase student achievement by way of increasing teacher knowledge of how to teach literacy in various content areas. Current models of professional development do not fully take into account 21st Century technologies, which is what our proposal strives to address. This grant will allow BOCES and Teacher Centers to assist districts to build capacity to have leadership and systems change through online technology innovation. Participating teachers will engage in online professional development using customized tools for each district and learn how to provide training and mentoring in their districts customized towards individual needs. The teachers will be utilizing the best in class tools including webinars, Moodle, StudyWiz, asynchronous and synchronous video, web2.0 applications, and other emerging technologies as they become available. Additionally, participating teachers will participate in an annual regional conference and will share learning objects on a secure web-based platform. The overarching goals of this grant are:

To expand professional development models and delivery strategies for districts, BOCES, and Teacher Centers to include 21st Century skills;

To increase teacher knowledge, implementation strategies and instructional practices in the area of literacy through the content areas by infusing instructional technology resources;

To increase student academic and technological achievement by using technology tools to strengthen their literacy skills.

Highlights of 2011-12 Activities/Outcomes: Districts participated in online classes and job-embedded professional development. Districts applied for Curriculum Mini-Projects. In the original grant proposal 21 districts/buildings were identified (16 public schools and five non-publics); however, at the end of Year One 15 public and four non-public schools actively participated in the project. Year Two key activities:

Overall nineteen districts participated.

Each participating district agreed to assign at least eight teachers per high school building (including nonpublic schools) and one peer coach;

Selected teachers were also to participate in seven days of push-in professional development and to be trained in Elluminate, StudyWiz, and Moodle;

CoSer: F965

$940,233


Professional developers and teachers were encouraged to also use other Web 2.0 tools as needed;

Teachers in both the public and non-public schools were encouraged to participate in four online courses;

Each district/building could apply for and conduct a curriculum mini project (CMP) through a $7,000 per building allocation.

Projections of Major Actions for 2012-13: Grant Ended.

Total Budget Funds for the above project: $940,233

7/1/11- 9/30/11- $252,319

10/1/11- 8/31/12- $687,914


Esperanza Homeless

Supervised by: Julia Schnurman, Family Education Outreach Programs (FEOP) Coordinator 7/1/11 – 6/30/12

Name of Funder: Migrant Consortium Grant/Federal through State funds Project Description: The Esperanza Homeless program provides supplemental services not provided through regular Migrant Funding to children who live in a homeless situation. Highlights of 2011-12 Activities/Outcomes: Migrant students living in homeless conditions received supplemental services for needs resulting from their homelessness. They were also provided with additional supplies and materials for homework and other school related activities. Highlights include: Access to an instrument as well as Concert clothes and shoes were provided to homeless migrant students who would not have been able to participate because they did not have appropriate clothes or instruments. Graduation fees were paid and clothing purchased for a homeless migrant student who was eligible to graduate, but was unable to pay the necessary fees and did not have appropriate clothing. He went to see his Migrant Tutor on the morning he graduated to say thank you wearing his cap and gown!

Projections of Major Actions for 2012-13: We will continue to serve homeless migrant students with supplemental services, and goods needed to insure academic success. This year we hope to establish an appropriate vehicle for accessing funds needed to provide additional emergency needs as specified in the MOU.

CoSer: F909

$4,030



McKinney-Vento Homeless Children & Youth Program

Suffolk County (local)

Supervised by: Julia Schnurman, Family Education Outreach Programs (FEOP) Coordinator Project # 0212-12-4005 7/1/11-6/30/12

Name of Funder: Federal McKinney-Vento Education of Homeless Children and Youth local sub grant via the New York State Education Department Project Description: McKinney-Vento Homeless Children and Youth Programs provided educational advocacy and tutoring services to parents, children and youth affected by homelessness in Suffolk County. The Teacher Liaison also offered professional development, training, networking and technical assistance to school districts/agencies working with families affected by homelessness locally, statewide and nationally to assure that they received the services and assistance mandated in the McKinney-Vento Legislation. Highlights of 2011-12 Activities/Outcomes: Over forty homeless families with children ages 3 to 5 were served through the Mobile Outreach Parent-Child Home Program. Forty-eight additional children were served with The Enhanced Parent-Child Home Program. A Homework Help Program, run for school aged children in a shelter in Suffolk County, assisted over 35 students over the year. District Homeless Liaisons, Homeless Shelters and Community Agencies were provided with three networking meetings and updated McKinney-Vento Homeless Program Information. In addition, homeless persons received direct advocacy, including facilitation of school enrollment. Advocacy was offered to all students within ESBOCES and also to the forty-three Eastern Suffolk BOCES Homeless Consortium School Districts. Additional Suffolk County School Districts were served as they assisted homeless students.

Projections of Major Actions for 2012-13: To effectively complete the 2013-2016 Grant Application so that McKinney-Vento funds can expand current levels of service and advocacy to homeless children and families in Suffolk County, further the work of the McKinney-Vento- Consortium-providing professional development and support to homeless liaison and member school districts as they serve students living in temporary housing, offer the Homework Help Program at other shelters, and bring the Mobile Outreach Parent-Child Home Program to homeless families with preschool children and to continue to provide educational advocacy and support to families affected by homelessness in Suffolk County.

CoSer: F941

$98,513



Migrant Education Outreach Program

Supervised by: Julia Schnurman, Family Education Outreach Programs (FEOP) Coordinator Project # 0035-12-0009 9/1/11– 8/31/12

Name of Funder: ESEA 1 Migrant, Federal funding through New York State Project Description: The goal of this program is to serve Migrant Eligible Families throughout Nassau and Suffolk Counties with advocacy and educational support services. Highlights of 2011-12 Activities/Outcomes: In the 2011-2012 school year and during the summer, over 400 migrant eligible students were served with advocacy and supplemental educational services. Educational parent meetings and family field trips were conducted, participation in the motivational adolescent programs offered by the NYSMEP in upstate New York was made available, and a Parental Action Committee (PAC) was established. ESBOCES-hosted an educational Summer Program to migrant eligible students, providing supplementary instruction in Math and Literacy. Transportation and supplemental nutrition was provided for migrant eligible students. In addition, seven students were awarded grants to participate in the SCOPE Summer Camp program at Peconic Dunes, and all Migrant Eligible High School students were provided with the opportunity to participate in English Language Immersion, Leadership, or credit recovery programs as needed. Of particular note, a former ESBOCES Migrant Student was assisted by our Program to complete the enrollment process for College. He was awarded a CAMP Scholarship to SUNY Oneonta, and his excellent performance led to his receiving a National Award. Marvin received A Congressional Internship in Washington D. C. serving with the White House Initiative on Educational Excellence for Hispanic Americans. He was one of four migrant students in the entire country to be granted this honor, and the first ever from New York State. Projections of Major Actions for 2012-13: Our migrant families and students will be provided with a higher level of service through expanding collaborative partnerships with local school districts and community-based service agencies for the 2012-2013 funding year. Added emphasis will be placed on collaborating with farmers and vintners in order to better serve the Out of School Youth population.

CoSer: F931

$580,625


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


Mobile Outreach Parent-Child Home Program (MOPCHP)

Supervised by: Julia Schnurman, Family Education Outreach Programs (FEOP) Coordinator 10/1/11 – 6/30/12

Name of Funder: Morrison Foundation Project Description: The Mobile Outreach Parent-Child Home Program is a research-proven home visiting model that prepares young children for school success by increasing language and literacy skills, enhancing social-emotional development and strengthens the parent-child relationship for families experiencing homelessness in Suffolk County. Highlights of 2011-12 Activities/Outcomes: Funding was utilized to purchase educational books and toys for the MOPCHP. Projections of Major Actions for 2012-13: To reach out to other Foundations and the community as a funding source so that we may continue the MOPCHP.

CoSer: F940

$20,000




Supervised by: Julia Schrnuman, Family Education Outreach Programs (FEOP) Coordinator 07/1/11 – 6/30/12

Name of Funder: The Edith Glick Shoolman Children’s Foundation

Project Description: The Mobile Outreach Parent-Child Home Program is a research-proven home visiting model that prepares young children for school success by increasing language and literacy skills, enhancing social-emotional development and strengthens the parent-child relationship for families experiencing homelessness in Suffolk County. Highlights of 2011-12 Activities/Outcomes: Funding was utilized to serve additional families through the MOPCHP. Projections of Major Actions for 2012-13: To reach out to the Edith Glick Shoolman Children’s Foundation and the community as a funding source so that we may continue the MOPCHP.

CoSer: F932

$30,000




Supervised by: Julia Schnurman, Family Education Outreach Programs (FEOP) Coordinator 10/1/11-6/30/12

Name of Funder: The New York Community Trust – Hagedorn Fund Project Description: The Mobile Outreach Parent-Child Home Program is a research-proven home visiting model that prepares young children for school success by increasing language and literacy skills, enhancing social-emotional development and strengthens the parent-child relationship for families experiencing homelessness in Suffolk County. Highlights of 2011-12 Activities/Outcomes: Funding was utilized to serve additional families through the MOPCHP. Projections of Major Actions for 2012-13: To reach out to other Foundations and the community as a funding source so that we may continue the MOPCHP.

CoSer: F947

$20,000





Name of Funder: Wading River Congregational Church Project Description: The Mobile Outreach Parent-Child Home Program is a research-proven home visiting model that prepares young children for school success by increasing language and literacy skills, enhancing social-emotional development and strengthens the parent-child relationship for families experiencing homelessness in Suffolk County. Highlights of 2011-12 Activities/Outcomes: Funding was utilized to serve additional families through the MOPCHP. Projections of Major Actions for 2012-13: To continue to reach out to the community as a funding source so that we may continue to meet the needs of homeless children in Suffolk County through the MOPCHP.

CoSer: F939

$1,500





Name of Funder: Raymond J. and Mary C. Reissert Foundation, Inc. Project Description: The Mobile Outreach Parent-Child Home Program is a research-proven home visiting model that prepares young children for school success by increasing language and literacy skills, enhancing social-emotional development and strengthens the parent-child relationship for families experiencing homelessness in Suffolk County. Highlights of 2011-12 Activities/Outcomes: Funding was utilized to serve additional families through the MOPCHP. Projections of Major Actions for 2012-13: To reach out to other Foundations and the community as a funding source so that we may continue the MOPCHP.

CoSer: F944

$13,000



Early Reading First (Bridges to Literacy)

Supervised by: Roberta Senzer, Ed.D., Project Director Project # C009986 10/1/11– 09/30/12

Name of Funder: United States Department of Education Project Description: In October 2009, a $3.2 million Early Reading First grant was awarded to Eastern Suffolk BOCES by the U.S. Department of Education. Full implementation of the grant program began in January 2010. The grant aims to transform preschool classrooms into “Centers of Excellence” in three Head Start programs located within Long Island school districts and one prekindergarten school district program (Central Islip, Hempstead, South Country and Wyandanch). The grant is part of a national effort to transform preschools by raising the quality of the prekindergarten programs and by helping the programs to more effectively meet the diverse needs of preschool-aged children, including children with limited English proficiency, disabilities, or other special needs. This goal reflects the federal Early Reading First mission “to ensure that all children enter kindergarten with the necessary language, cognitive, and early reading skills for continued success in school.” The collaborations center on accomplishing three goals:

To equip children to acquire the oral language, critical thinking, and early literacy skills needed for successfully developing later reading skills;

To design language and print rich environments of the highest quality that will provide children with meaningful cognitive learning experiences; and,

To enhance the knowledge and skills of school-based educational professionals so that instructional practices consistent with scientifically-based reading research increase.

Highlights of 2011-12 Activities/Outcomes: Achievement The program targeted students at risk for failure: students of color, students of poverty and students with limited English proficiency. In the third year of the grant, the number of children rose substantially. An increase of 30% came about because there were changes in classes from full-day kindergarten to half-day in the Hempstead School District and an expansion of the ERF program at the Wyandanch Head Start site into all classrooms. During the course of the third year of implementation:

Students showed impressive gains in all measured areas of literacy and language acquisition as measured by the Peabody Picture Vocabulary Test (PPTV-IV);

The Phonological Awareness and Literacy Screening (PALS-PreK), a scientifically-based phonological awareness and literacy screening that measures preschoolers’ developing knowledge of important literacy fundamentals and offers guidance to teachers for tailoring instruction to children’s specific needs, was administered at all sites. Additionally, it was administered to PreK classes in the Hempstead School District; these classes functioned as a control group to measure the effectiveness of the ERF program. The PALS-PreK assessment reflects skills that are predictive of future reading success and measures name writing ability, upper-case and lower-case alphabet recognition, letter sound and beginning sound production, print and word awareness, rhyme awareness and nursery rhyme awareness. The assessment scores indicate children’s strengths and those areas that may require more direct attention. Overall in the funded classrooms there were significant increases in numbers of students who met

CoSer: F 914

$1,109.906


district targets in skills such as Upper Case Letter Recognition and Beginning Sounds. Again this year, this was particularly evident in the number of Spanish speaking demonstrating increased achievement in Hempstead.

Classroom Environments Classrooms were organized from the beginning to reflect the goals of the literacy framework set forth by the Scholastic Early Childhood program. Through professional development with classroom teachers and the addition of grant-purchased materials, classroom environment at all sites improved significantly, as measured by the Early Language and Literacy Classroom Observation Tool (ELLCO) assessment instrument, in the areas of classroom structure, curriculum, language environment, books and book reading, print and early writing. ELLCO results show most ERF classrooms have an “orderly and inviting area where books are located” and most have “a comfortable area set aside just for book reading.” May 2012 ELLCO scores show improvement across time, which indicates classroom quality is improving in ERF preschool classrooms. Teacher Practice and Curriculum Teachers were trained in a literacy framework that focused on four areas: Oral Language, Phonological Awareness, Print Knowledge and Alphabet Awareness.

Teachers increased the amount of direct instruction of letter sounds, letter names and vocabulary;

Teachers became more skilled in their capacity to provide meaningful language and literacy instruction.

Through the use of instructional strategies and curricula selected from scientifically based reading research, professional development helped to improve literacy environments, and increase family involvement. Additionally, the ERF program promoted preschoolers' successful transition to kindergarten with the fundamental knowledge and skills necessary for optimal reading development. Family Literacy Component The National Center for Family Literacy Research Grant no longer funded the Family Literacy Component of ERF as their Toyota project ended the previous year. However, the ERF Program and its Family Literacy Specialist continued to address the growing needs of Hispanic and other immigrant families by increasing English language and literacy skills for adults while also supporting parents’ involvement in their children’s education. Workshops were held at all ERF sites and in those districts serving their families. Using the model workshop lessons provided by NCFL, our program had three main characteristics: (1) book reading with parents that adapts parental intervention to the child’s gradually increasing skills in reading during the school year, (2) support for writing activities, and (3) enjoyable home activities complementing the in-class teaching. We introduced a back pack program that supplied take-home books in both English and Spanish for all children on a weekly basis. Surveys of the parents and pre- and post-testing of the children provided outcome data. Children demonstrated increased oral language skills and used better vocabulary, and sentence structure. Parents reported that they were motivated to boost their children’s literacy skills using strategies to enhance oral language development and print awareness.

Total Budget Funds (No-Cost Extension) for the 2012 (10/1/12 – 12/31/12) $77,136 Projections of Major Actions for the No-Cost Extension Early Reading First staff will:


Provide coaching for preschool teaching staff on the implementation of progress monitoring assessments to make instructional adjustments for individual children and classroom groups.

Help the Centers to support classroom teachers in the implementation of intervention strategies for students who are at risk of entering kindergarten with significant gaps in oral language development and vocabulary through professional development workshops.

Enabling teachers to understand that the learning environment must be supportive of children’s native languages and cultures through the materials, resources, music, visuals, school personnel, and the daily instruction provided. The ERF program will:

Address the needs of immigrant families by providing the NCFL workshops in both English and Spanish.

Supply tip sheets periodically that offer suggestions to parents and early childhood personnel on a variety of topics related to children's early experiences. In English- and Spanish-language versions, these will relate specifically to parenting and family life, i.e., (1) “Reading Aloud to Your Child,”, (2) "Getting Ready for Kindergarten," (3) "Learning and Fun on Family Field Trips."

Additionally, professional development for administrators and teachers will focus on:

New York State’s PreK Common Core Standards. Providing practical information to guide the development of a Pre-K RTI model,(Recognition and Response) to support those young children entering preschool who may not have had the opportunities needed at home or in childcare to learn the language, early literacy, and social-emotional regulation skills expected. Preschool RTI promises a means of preventing these early delays from becoming learning disabilities


Carl D. Perkins Vocational Education

Act Basic Grant (VATEA)

Supervised by Donna Singer, Program Administrator Project # 8000-12-9025 7/1/11 – 6/30/12

Name of Funder: New York State Education Department Project Description: The purpose of the VATEA grant is to improve the quality of Career and Technical Education. The Eastern Suffolk BOCES Adult Education initiative worked on one major effort for the 2011-2012 school year. The major effort was to increase professional development opportunities for teachers, vocational advisors, and administrators in both school and work-based settings. Highlights of 2011-12 Activities/Outcomes: Eastern Suffolk BOCES worked on one major effort during the upcoming school year to improve Adult Career Education programs: Objects of this Major Effort: Professional Development which will continue to:

Train instructors on utilizing contextualized based teaching strategies;

Educate instructors on how to address the needs of the learning disabled adult student;

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

Train instructors on creating an interactive classroom environment with the use of technology;

Implement new adult education staff observation and evaluation forms that will be based on how successfully each teacher incorporates new learning strategies into their classroom;

Emphasize increased communication, networking with local business and industry;

Evaluate success through student outcomes;

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

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

Projections of Major Actions for 2012-13: In order to improve all of the Adult Education Career and Technical Education programs we will focus on the development of a Career Resource room. All adult education students will be able to access this room.

CoSer: F919

$126,569



Suffolk County Workforce Investment Act (WIA County)

Supervised by: Donna Singer, Program Administrator Project # 320-6300-4980-63-9000-11N 7/1/11 – 6/30/12

Name of Funder: Suffolk County Department of Labor Project Description: Eastern Suffolk BOCES Adult Education program provides effective vocational training to provide participants with the skills needed to find employment. Each approved course offers the knowledge and skills necessary to succeed in the related career employment area. Each program contains a Job Readiness Training/Placement component, preparing the student for immediate employment upon completion. Highlights of 2011-12 Activities/Outcomes:

Eastern Suffolk BOCES had 58 students enrolled in Career and Technical Education courses under the Workforce Investment Act funding; all students received certificates, completing the class successfully.

Projections of Major Actions for 2012-2013: The Adult Education Program secured a new contract with the Suffolk County Department of Labor. Thirteen courses of study in the Career and Technical Education program were approved for the 2012-2013 school year. They are:

Basic Business Office Technology

Nurse Assistant

Clinical Medical Assistant

Comprehensive Refrigeration and Air Conditioning

Trade Electric 1, 2 and 3 and National Electric Code

Medical Office Biller

Dental Assistant

Commercial Culinary Arts

Comprehensive Welding

Comprehensive Automotive

Comprehensive Veterinary Assistant The Adult Education Program is always researching new Career and Technical Education classes to be included under Workforce Investment Act funding.

CoSer: F908

Budget Varies

Total Budget Funds for the 2011-2012 Fiscal Year: 115,300.54


Medicaid in Education

Supervised by: Hilna R. Zoob, Program Administrator

Project # C008815 CoSer: F867-7/1/11-12/31/11-$76,500 CoSer: F967- 1/1/12-6/30/13- $233,150

Name of Funder: IDEA Part B, Discretionary Funding Project Description: The purpose of this contract is to assist all participating school districts with the Medicaid claiming process in order to help them maximize benefits for students with disabilities. Fifty-six Suffolk districts participate in the program. In addition we are responsible for ascertaining that all Suffolk districts are in compliance with the new Medicaid claiming regulations. We also helped facilitate 32 training sessions at ESBOCES for the mandatory Relevant Employee compliance training. Highlights of 2011-12 Activities/Outcomes: In 2011/2012 ESBOCES held approximately 20 individual relevant employee Phase II training sessions, on site, for approximately 1,700 identified relevant employees. Phase III of the compliance training commenced in March of 2012 and continued until September 2012, at which time the compliance agreement with the Federal government ended. A new program was initiated in September. This will also be the last year of maintaining the relevant employee data base.

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

Projections of Major Actions for 2012-13: Major actions for next year will again focus on maximizing the claiming function for all of our component school districts. Individual and group training will continue to move forward with updated individual training sessions for all participating school districts as well as classroom training on a scheduled basis. We will again host the regional training for our districts, which will also include the Suffolk County Department of Health for pre-school guidelines as well as our own ES BOCES Special Education Division. A major initiative for the Medicaid group will be accomplishing training and processing of the new compliance regulations that have recently been inaugurated by State Ed. and now need to be implemented throughout all of our districts.

CoSer: F867 $76,500

CoSer: F967 $233,150

$153,000


3078 3/13 WS

Eastern Suffolk BOCES Board and Administration

President

Lisa Israel

Vice President

Sandra Townsend

Member and Clerk

Fred Langstaff

Members

Pamela Betheil Susan Lipman

Walter Wm. Denzler, Jr. Joseph LoSchiavo

Stephen Dewey, Ph.D. Anne Mackesey

Chris Garvey William K. Miller

Katherine J. Heinlein Jeffrey Smith

William Hsiang John Wyche

District Superintendent Chief Operating Officer

Dean T. Lucera Gary D. Bixhorn

Deputy Superintendent

Julie Davis Lutz, Ph.D. – Educational Services

Associate Superintendent

Barbara M. Salatto – Management Services

Assistant Superintendent

R. Terri McSweeney, Ed.D. – Human Resources

Directors/Managers

Marilyn H. Adsitt – Education and Information Support Services

Keith Anderson – Building Services

Leah Arnold – Career, Technical and Adult Education

Robert Becker – Special Education

Maureen Kaelin – Business Services

Colleen Lipponer – Administrative Services

Grant Nelsen – Technology Integration

Jeanne K. Weber – Regional Information Center

Candace White-Ciraco, Ed.D. – Planning and Program Improvement

www.esboces.org

Eastern Suffolk BOCES does not discriminate against any employee, student, applicant for employment, or candidate for enrollment on the basis of gender, race, color, religionor creed, age, weight, national origin, marital status, disability, sexual orientation, military or veteran status, domestic violence victim status, genetic predisposition or carrierstatus, or any other classification protected by Federal, State, or local law. This policy of nondiscrimination includes: access by students to educational programs, studentactivities, recruitment, appointment and promotion of employees, salaries, pay, and other benefits. Eastern Suffolk BOCES fully complies with all applicable rules andregulations pertaining to civil rights for students and employees (e.g., Title IX of the Education Amendments of 1972, §504 of the Rehabilitation Act of 1973, Titles VI and VIIof the Civil Rights Act of 1964, Dignity for All Students Act, §303 of Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990). Inquiries regarding theimplementation of the above laws should be directed to either of the Eastern Suffolk BOCES Civil Rights Compliance Officers: the Assistant Superintendent for HumanResources, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3029, [email protected]; or the Deputy Superintendent for Educational Services, 201Sunrise Highway, Patchogue, NY 11772, 631-687-3056, [email protected].

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