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SDFS 2006-2007 Entitlement Application

EXAMPLES and TIPS

SECTION I: NEEDS ASSESSMENT

1a . EXAMPLE of School/Community Characteristics Narrative

Oceanside district, located on the Gulf of Mexico in the panhandle of Northwest Florida, has a population of 152,099 with 84.2% White, 10.6% African American, 2.4% Hispanic, and 1.7% Asian. The local median household income is below both the state and national medians. There are 8 Title I schools of which more than 50% of their students participate in free-and-reduced lunch.

Tourism, a major economic mainstay of the community, provides only seasonal employment for many in the area, resulting in high unemployment rates, poverty, and mobility for many families during the regular school year.

For several years, Oceanside has courted the Spring Break crowd and many students growing up in this “party hard” atmosphere, view it as the norm. Even those students, who do not personally witness the excesses of Spring Break on their beach, do watch it being played out in the local evening news, paper, and from cable TV coverage. Billboards advertising beer and other alcoholic beverages and clubs on the beach proliferate during the spring and summer months.

3. EXAMPLE of School-level Student Behavior Data Sources

1. Florida Needs Assessment Survey for Oceanside School (2004 & 2005) – annual survey that asks students in grades 6-8 about their knowledge, attitudes, and behaviors with regards to ATOD, violent behaviors, and high risk behaviors.

2. Oceanside School Bullying Survey – annual survey that asks students grades 1-8 about bullying activities and behaviors

3 .Oceanside Night-time Substance Use Prevalence Counseling Education Program Data – monitoring and assessment data collected on program participants, students in grades 6-12.

TIP for School-level Student Behavior Data Sources

Program planning must be based on assessment of objective data regarding the incidence of violence and illegal drug use in elementary and secondary schools and communities served [NCLB 4114(d)(1)]. Objective data generally means information not influenced by emotion, surmise, or personal opinion. Examples are school records that include number of school-level referrals, proportion of students within a school engaged in ATOD activity, school-level discipline data. Subjective data might include information collected in student evaluations of a program that assess satisfaction with lessons presented, or information collected from school climate surveys that ask about student, parent, and teacher perceptions of safety.

4. TIPS for Prioritizing Needs

To assist you in prioritizing your list, please consider the following:

• major areas of concern in your “F school” (see http://schoolgrades.fldoe.org/0506/ )
• trends over the past 2-5 years on data prevalence points
• comparison to state average data
• comparisons among local school(s) data and comparisons to district averages (if available)
• administrative /political needs
• SDFS programming successes/challenges

 4. EXAMPLE of Prioritized Needs Narrative

SECTION II: DISTRICT-DEVELOPED GOALS

EXAMPLES of District Developed Goals

District Goal #1

Date: June 30, 2012

Target Population: Students in grades 6-12

Direction of Change: Decrease

Amount of Change: 25%

Data Element: % of 30 day prevalence of alcohol consumption

Baseline Yr: 2004

Data Source: Oceanside County Florida Youth Substance Abuse Survey

Statistic: 41%

District Goal #2

Date: June 30, 2012

Target Population: Students in grades K-12

Direction of Change: Decrease

Amount of Change: 50%

Data Element: # of Incidents of Fighting per 1000 students

Baseline Yr: 2005-06

Data Source: District Level School Environmental Safety Incidents Report

Statistic: 28.4 per 1000

SECTION III: COLLABORATIONS

7. EXAMPLE of Collaborative Narrative

The Oceanside Anti-Drug Coalition will plan and host the Oceanside Youth Prevention/Advocacy Conference which will train up to 250 middle and high school students. Students will receive training in leadership, service-learning, and advocacy/environmental prevention strategies. Students will form action teams to implement advocacy/environmental strategies related to substance abuse prevention in their communities. These may be carried out through groups such as SWAT or SADD or MADD Youth in Action Teams.

SECTION IV: PARENT INVOLVEMENT

1a. TIPS for Parent Involvement Promotion Activities

To assist you in communicating with and encouraging parents to assist in planning and implementation, please consider the following:

• Parent Newsletters
• Other mail-outs to parents
• PTA/PTSA Meetings
• Community advertising

 1b. TIPS for Program Planning and Implementation

To assist you in involving and utilizing parents in program planning, please consider the following:

• Recruit parents to serve on the task force or other group conducting the needs assessment
• Ensure opportunities for parents to review the needs assessment plan
• Involve parents in some data collection tasks
• Include parent views in data collected
• Involve parents in prioritizing needs
• Include parents in the deliberative process by which goals and objectives are defined
• Utilize parents as members of a committee to build consensus on and develop goals and objectives
• Provide parents opportunities to review and comment on proposed goals and objectives
• Utilize parents as members of a committee to review and recommend possible research-based curricula
• Recruit parents to conduct presentations about program curricula to the PTA and other appropriate audiences
• Include parents in program implementation planning committees
• Utilize parent volunteers (as applicable) to assist with the implementation of the curricula or program
• If parents are volunteering with implementation of the program, they might assist in some evaluation tasks
• Utilize parents as part of the small group that reviews and analyzes data to determine findings
• Recruit parents to help develop different types of evaluation reports for different audiences
• Utilize parents to advocate for programs that have demonstrated success
• Include parent feedback when considering strategies for improving program implementation

2a. TIPS for Parent Involvement Promotion Activities

To assist you in communicating with and encouraging parents to participate in professional development, trainings, or workshops, please consider the following:

• Parent Newsletters
• Other mail-outs to parents
• PTA/PTSA Meetings
• Community advertising

 2b. TIPS for Program Participation

To assist you in involving and utilizing parents in program participation, please consider the following:

• Develop a parent involvement action plan
• Create a school based parent center (resource and/or meeting room)
• Develop and enforce family policies on substance abuse and anti-social behaviors
• Provide training in drug education and violence prevention information
• Establish school practices to accommodate the growing diversities of families they serve
• Encourage parents to become involved in school activities
• Implement prevention programs with a parent component included
• Hold regular meetings and/or assemblies representing the entire school community
• Arrange for transportation to prevention program activities, trainings, presentations, etc.
• Provide support, training, and education for parents in speaking to their children about antisocial behavior
• Make opportunities for take-home prevention-related activities that engage parents in the process
• Recruit parents to become advocates for programs and services in the community
• Provide programs for parents that enhance parenting skills, such as parental monitoring, rule-setting, consistent discipline, and pro-social modeling
• Provide brief family focused interventions for general population
• Appoint a parent liaison at the school or district level to promote parent involvement in programs and activities
• Encourage parents to join the school advisory committee and the SDFS Advisory Council

SECTION V: PROGRAM ACTIVITY PROFILE

2b. EXAMPLE of Program Description, Rationale, and Strategies

Description : Positive Behavior Support (PBS) is a collaborative, assessment-based approach to developing effective interventions to decrease problem behavior and enhance quality of life. PBS emphasizes the use of proactive, educative, and reinforcement-based strategies, often building on the processes a school already has in place to improve the effectiveness and efficiency of both child and adult behavior. PBS is designed for use at the individual, classroom, and school-wide levels. Schools that implement school-wide systems of positive behavior support define expectations, create lesson plans, teach behavioral expectations, acknowledge appropriate behaviors and correct behavioral errors proactively.

Core teams will be established at each school site. Teams will be trained at the University of South Florida . Staff will receive additional training as additional PBS Coaches. School teams will meet with their designated coach and begin planning the implementation phase which will start within the first few weeks of school. Coaches will assist school teams in collecting and analyzing data and determining successful intervention and reinforcement processes which focus on student success.

 Rationale : We chose to continue to fund and implement the PBS program in our district for the following reasons: 1) The program components of PBS meet the character education State mandate; 2) The Oceanside District School Board has adopted the strategy of building school capacity; We believe that a structured, organizational development method developed to help schools plan, initiate, and sustain needed changes is a successful method of capacity building in this district 3) Oceanside District has invested four years in implementing, sustaining, and expanding the PBS program within our schools. As the effectiveness data below demonstrates, implementation of the program has fostered a school climate which has in turn lead to increased academic success for each of the participating schools. During its years of implementation, schools teams and PBS coaches have overcome challenges, worked out practical solutions, and come up with workable and very successful model program implementation strategies. We want to fund the program again this year in order to continue to reach our goals within our schools.

Strategies :

1&2) Social Skills Training and Positive School-Wide Discipline Systems

[ Sugai, George. et al (2000). Applying Positive Behavior Support and Functional Behavioral Assessment in Schools. Journal of Positive Behavior Intervention, Vol. 2, 131-143.]

3) School-Wide Discipline Approach:

[Sprague, Jeffrey. et al (2001). Translating Research into Effective Practice The Effects of a Universal . . . Discipline and School Safety. Education and Treatment of Children, Vol. 24, 495-511.]

2c. EXAMPLE of Program Effectiveness

Summary

After three years of implementing this program to address school-wide positive behavior support, Florida PBS Project trained 22 schools. Data indicate that the 22 participating schools have had a decrease in the overall number of office discipline referrals ranging from 9% to 80%, depending on the time period and school. Additionally, schools have been able to objectively identify the most problematic behavior and reduce the frequency of that behavior’s occurrence. Out-of-school suspensions have been reduced by 5% to 45%, depending on the school. Please refer to the 2004-2005 Oceanside District SDFS Evaluation Report for specific data details regarding specific schools.

Year

2004-05

TIP for Program Effectiveness

Include a summary as well as measurable outcomes with quantifiable results. If program has been in use for a year or more and has not yet been evaluated, provide a summary of the data collected on program objectives.

4. EXAMPLE of Prioritized Need Narrative

Prioritize Need #1: decrease 30-day prevalence of alcohol consumption in grades 6-12. The Too Good For Drugs-Elementary program doesn’t target this age group directly; it will, however, be used as a strategy to increase prosocial attitudes about the harmful effects of alcohol among youth.

Prioritized Need #5: increase the mean age of first use of marijuana in grades 6-8. The Too Good For Drugs-Elementary program doesn’t target this age group directly; it will, however, be used as a prevention strategy to change the behaviors of youth before they reach the critical middle school age.

7a. EXAMPLE of Program Dosage

(Example 1): The Life Skills Training Program will be delivered to 9/10 graders enrolled in the required Life Management course. This will be implemented in 5 high schools in the district.

(Example 2): Two schools will provide the Reconnecting Youth program to identified and referred students in grades 9-11. These students are enrolled in a separate course for skill development to be completed in one semester.

(Example 3): The Too Good For Drugs Elementary will be taught to 2nd & 3rd grades in 4 schools during Science class. The program will be delivered to 4th and 5th grades in 5 schools. The content area is to be determined by each school.

TIP for Program Dosage

Specifies who receives the program in the district and provides information on exact dosage. (Note: Question 5 is frequently answered as a generic identification of the target population for whom the program is designed, not how it will be implemented specifically in the district. Hence, it appears as if the question is duplicated and in some cases, it may be.)

7b. EXAMPLE of Program Providers

The 9th grade science teachers and guidance counselors

7c. EXAMPLE of Program Training

The Discovery Health Connections (DCH) Florida Implementation Team will train school faculty/staff who have been selected as mentors for each school site. These mentors will provide general and individualized training for teachers, and other school staff throughout the school year. All teachers will have direct support from their site mentors, as well as the DHC Implementation Team established for their district.

TIP for Program Training

Provides some specifics about training; identifies who will do the training

7d. EXAMPLE of History of Implementation

Yes, we have implemented Project Alert for the past three years. In 2002, Grades K-5 (3 schools) received the program. In 2003, the program continued in K-5 (3 schools) and was expanded to 6 th grade (3 schools). In 2004, the program was expanded to grades 7-8 with Title 1 funds. So, in our district Project Alert program is now implemented K-8 in 3 schools.

TIP for History of Implementation

• Expansion refers to increased number of schools, grades, or classes.
• Program sustainabililty refers to components that help ensure the continuation of the program regardless Title IV funding status; for example, a funding source that may stabilize in the future that can fund the program, or very strong buy-in from principals and district-level administrators.

7e. EXAMPLE of Program Challenges and Strategies

Challenges

• Insufficient training
• Lack of dedicated buy-in by school administrators
• Poor teacher implementation in grade 3 and 5
• Guidance counselor coordinating the program left the school

Strategies

• Offered more training opportunities
• Created new program monitoring tool
• Presented administration and faculty a program overview and evaluation results
• Madesure new guidance counselor has program developer’s implementation guidance

7f. EXAMPLE of Program Tracking Forms

An adapted version of the Project Alert teacher lesson log will be used at the classroom level; a district-developed school wide implementation plan checklist will be used to monitor Project Alert accomplishment of training schedules, materials acquisitions, committee planning meetings, lesson completion levels, evaluation activities, and school wide activities.

TIP for Tracking Forms

Tracking forms do not measure any student outcome; tracking forms involve processes that include implementation procedures. This question is like a “lessons learned” and can include a number of elements. This is an opportunity to describe ups and downs of implementing the program.

7g. EXAMPLE of Monitoring Process at the School Level

Some Coordinators have SDFS or SAFE school contacts in place who will find a way to accomplish this task. Other Coordinators may have to contact the school principal who will in turn designate a teacher, guidance counselor, or other personnel to fill out the school level monitoring form.

TIP for Monitoring Process

Can provide many types of positions if these individuals are responsible at different schools for monitoring implementation

7h. EXAMPLE of Monitoring Process at the District Level

The SDFS school contact will submit the implementation plan checklist to the SDFS Coordinator at the end of the curriculum delivery estimated April 2007

9. EXAMPLE of Program Outcome Objectives

Note: Program objective examples are unrelated

Date: June 30, 2007

Target Population: 9 th and 10 th graders participating in the LST course

Direction of Change: increase

Amount of Change: 10%

Data Element: prosocial attitudes about the harmful effects of ATODs

Baseline Yr: 2006-2007

Data Source: LST pre and post test student surveys

Statistic: Pretest score to be announced

Program Outcome Objective for the Responding in Peaceful and Positive Ways (RIPP)

Date: June 30, 2007

Target Population: students in grades 6-8 at target schools

Direction of Change: decrease

Amount of Change: 10%

Data Element: discipline referrals for fighting

Baseline Yr: 2005-2006

Data Source: District Discipline Summary Records

Statistic: 120 incidents per 1000 students in target schools combined

TIP for Program Outcome Objective

Date: Most objectives are short-term, one-year objectives, although there are exceptions where two-year objectives can be used.

Target Population: Identifies specific population that will receive services/program

Amount of Change: The amount of change is realistic give the time frame. This is not a raw number but a percentage, per 1,000, or a score

Data element: If the data element is a behavior than it identifies only one behavior, such as alcohol-use, drug-use, or tobacco-use, but not “ATOD-use.” If the data element is an attitude or perception however, it can be group together; for example, it is permissible to write “attitudes toward using alcohol, tobacco, and drugs.”

Baseline Source: identifies data source that specifically focuses on target population that will receive services/program.

Baseline Statistic: written as a percentage, a “per 1,000;” or a score and must apply specifically to population receiving services.

9. EXAMPLE of Program Process Objectives

Note: Program objective examples are unrelated

Program Process Objective for Too Good For Drugs Program

Date: June 30, 2007

Target Population: teachers for grades 1-5 delivering the TGFD curriculum

Direction of Change: increase

Amount of Change: 50%

Data Element: mean percentage of TGFD lessons delivered to each classroom

Baseline Yr: 2005-2006

Data Source: teacher lesson implementation logs

Statistic: 45%

Program Process Objective for Reconnecting Youth

Date: June 30, 2007

Target Population: untrained implementers for grades 9-12 delivering the RY curriculum

Direction of Change: increase

Amount of Change: 100%

Data Element: percent of new implementers trained for RY curriculum delivery

Baseline Yr: 2006-2007

Data Source: training evaluation surveys

Statistic: 0%

TIPS for Program Process Objectives

Date: Reflects one year of activity

Target Population: Identifies specific people who deliver service or implement program - usually not students

Amount of Change: Percent, rate, or score is realistic given time frame

Data element: Measures one type of process; e.g., rate/percentage of persons delivering service / implementing program; rate/percentage of persons trained; rate/percentage of checklists returned

Baseline Source : a data source specific to the group that will deliver/implement the services/program, e.g., fidelity instruments, training logs, checklists, training evaluation surveys, monitoring surveys

Baseline Statistic: Must apply specifically to population receiving services

10. EXAMPLE of Program Specific Expenses - School-wide Positive Behavior Support

  TIPS for Program Specific Expenses

• If expense covers several different programs, list this expense on the “General Project Coordination Expenses” worksheet. For example, a Prevention Specialist that is delivering several different programs to students should be listed as a general expense.
• Lines items should include the purpose of the expense. For example, if requesting funds for “substitutes,” provide the purpose:, “for teachers to attend 3-day training…”

SECTION VI: GENERAL PROJECT COORDINATION EXPENSES

EXAMPLE of General Project Coordination Expenses

TIPS for General Project Coordination Expenses

• Indirect costs cannot exceed 2% of the total district SDFS allocation

Administrative Costs: Recent revisions to the Project Application and Amendment Procedures for Federal and State Programs – Green Book ( http://www.firn.edu/doe/comptroller/gbook.htm) have resulted in clarification on how to calculate and report administrative costs for Title IV funds.  It has been determined that “administrative costs,” capped at 2% for Title IV, do include indirect costs.  We realize this differs from the way the 2% administrative cap has been calculated in the past for Title IV grants.  This clarification may result in changes to the budget calculations for your 2005-2006 grant application.  Please note that capping the administrative cost at 2%, allows more of the Title IV funds to go directly to SDFS programming efforts, thus increasing the direct benefits to students.

According to the U.S. Department of Education Indirect Cost Determination Guidance for State and Local Government Agencies, administrative costs are defined as those portions of reasonable, necessary, and allowable costs associated with the overall project management and administration and are not directly related to the provision of services to participants or otherwise allocable to the program cost objectives/categories.  These costs can be both personnel and non-personnel and both direct and indirect.  Therefore, the statutory or regulatory limitation applies to the combined claims for indirect costs and direct administration costs.

To calculate administrative cost, multiply 2% of your base allocation amount.  This is the total amount that can be used for administrative costs including indirect cost.  For example, for a base allocation of $100,000, ($100,000 x .02 = $2,000), no more than $2,000 can be used for administrative costs including indirect cost.

It is the district’s responsibility to keep records of administrative costs for the 2005-2006 SDFS project as these records are subject to audit.  If the indirect cost rate specified in your district’s SDFS proposed budget exceeded the 2% cap, the Department of Education Grants Management Office has adjusted the indirect cost rate and moved funds that exceeded the cap into a general line item such as materials and supplies.

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