This report addresses the project-generated evaluations of 53 of the 59 projects funded under Title VI of the Improving America's Schools Act (IASA) during the 1996-97 school year. Six other projects were also funded by Title VI but were considered by Federal Programs and Grants Administration to be more "critical" in nature and were subjected to full-scale evaluations.

Following a format and procedure developed by the Office of Educational Evaluation (OEE), individual project managers assessed the operation and impact of the projects for which they were responsible. An Evaluation Report Form (ERF) provided a structured reporting format for individual project managers to use for assessing their projects. The form requested a general description of the project (including the number and nature of participants); individual ratings of the extent to which the project had achieved each of its originally proposed objectives; and narrative statements describing the project's positive results, difficulties in implementation, the quality of district/region- level assistance requested, and obstacles encountered while implementing the project. ERFs containing this data were returned to OEE at the conclusion of the 1996-97 school year and are included in this report.

For purposes of providing an overview, a table was developed, summarizing the extent to which each of the projects' objectives were accomplished, as reported by the respective project managers. As indicated in the table, the majority of project objectives were judged as being "fully" (66 percent) or "mostly" (18 percent) attained. A relatively small proportion of project objectives were judged to be either "partially" (7 percent) or "minimally/not at all" (10 percent) attained.

The number of objectives undertaken by each project ranged from one to nine. The degree to which objectives were attained varied considerably by project. Thirty-six percent of the projects reported all of their objectives as being "fully" attained. Sixty-four percent indicated that all of their projects' objectives had been "fully" or "mostly" attained. Finally, nine percent of the projects reported that all of their objectives had been "minimally/not at all" attained. Three of these projects (Level III Computer- Assisted Science/Writing Enhancement Program, Mathwings, and Technology for Musicians of the 21^st Century) were not implemented. One project (Operation Lunchroom) failed to submit an ERF, despite the project manager's receipt of numerous memoranda and telephone calls.

Project description

The Clinical Education Training for Achievement (CETA) Project is a joint effort by the Miami-Dade County Public Schools and four local universities to improve the education of teacher interns, specifically with regard to teaching at-risk students. The project, which was initiated during the 1995-96 school year, is funded by a grant from the Florida Department of Education. The project's annual budget is approximately $80,000. The following are the primary objectives of the project, and, as such, the focus of the evaluation:

Establishment of professional development sites in selected inner-city schools

• Provision of clinical supervision training for experienced teachers interested in participating in the project
• Development of a new design for directing interns consisting of teams of directing teachers and interns to enhance the collaboration among university supervisors and school staff
• Provision of educational experiences in instructional strategies, techniques of school improvement, and ways to maximize the learning environment.
  
  

Evaluation of the project

An evaluation was conducted of the project's activities during the 1996-97 school year. The sources of data for the evaluation included the following:

• An interview of the university supervisors
• A survey of the teachers involved in directing interns
• A survey of the interns participating in the CETA Project and a comparison group of interns.

   

Summary of results

The following conclusions about the impact of the CETA Project during the 1996-97 school year can be drawn:

• Professional development sites were maintained in six of the seven inner-city schools where the project was initiated in 1995-96.
• Eighty-four percent of the 67 teachers identified as members of directing teams during the 1996-97 school year had received training in clinical educator skills through the CETA project. All of the 47 teachers responding to the survey reported using the clinical supervision process.
• One fourth of the directing teachers responding to the survey reported working with the university supervisors to plan the internship experiences. About half of the teachers responding to the survey reported that they and their schools benefitted from the university supervisors' services.
• The directing teachers tended to agree that they had benefitted from the project. The benefits cited most often were related to their own enrichment and that of the interns. The CETA Project interns did not report higher participation in specific activities than non-CETA interns.
• The CETA interns reported a higher average number of observations by their university supervisors than the non-CETA interns. Accordingly, the CETA interns were more likely than the non-CETA interns to attribute their teaching success to assistance provided by the university supervisors. There was no difference in the two intern groups in the credit they attributed to their directing teachers for their teaching success.
• Both the university supervisors and the CETA interns felt that many aspects of the project enabled the interns to develop techniques and skills for maximizing the learning environment of students from diverse ethnic and cultural backgrounds. However, there was some indication that specific desegregation training, or at least intergroup relations training, would have been beneficial.
  
  

Recommendations

There is evidence that the rich experiences offered by the CETA Project encouraged university students to seek internships in inner city schools. Unfortunately, the project is not scheduled to be funded beyond the 1996-97 school year. Therefore, efforts should be undertaken by the district to propagate as many of the worthwhile aspects of the project as possible. To this end, the following recommendations are made:

1. The Miami-Dade County Public Schools (M-DCPS) should enlist the cooperation of local universities in order to maintain professional development sites in inner city schools. Efforts should be made to continue assigning groups of interns from one or two participating universities to each of these schools.

• The Teacher Education Center of the DCPS should periodically offer classes in clinical supervision to staff members in these schools on a voluntary basis.
  
• The M-DCPS, in cooperation with local universities, should provide a one-day workshop each semester for directing teachers in these schools. The workshop should serve to refresh the teachers' classroom and supervisory skills, as well as orient them to the universities' expectations for directing teachers. The DCPS should enlist the support of participating universities in encouraging the university supervisors to participate in the workshop.
  
• The M-DCPS should make every effort to offer the interns in these schools a workshop that addresses as many of the following topics as possible: (a) orientation to the district's school improvement initiative; (b) instruction in a current curricular initiative, such as "Writing Across the Curriculum;" (c) and instruction in intergroup relations skills. Instruction in these workshops should be provided by existing staff and be directed toward interns in elementary and secondary schools separately, when appropriate.
  
  
  
  

This report describes the implementation of the Full Service Schools Program and its impact on participants. A full service school is one in which health care and social services are provided to students and their families at the school site. This is accomplished by co-locating community health care and social service agencies at the school. Such co-location is intended to help eliminate the barriers to obtaining needed assistance. The ultimate purpose of the program is the elimination of barriers that interfere with teaching, learning, and overall student achievement.

The report focuses on Miami-Dade County sites at which the 1996-97 implementation was funded by a $1,161,676 grant from the Florida Department of Education. The sites included four elementary schools, a middle school, and a senior high school. The evaluation, which was required by the grant, spanned the 1996-97 school year and examined the implementation of the program at the schools and the extent to which students benefitted from the program.

The evaluation addressed four basic issues. They were: (a) the implementation of the program; (b) the extent to which the services offered in the schools have been utilized; (c) the perceptions of school staff, students and their families regarding the program; and (d) the academic growth of students receiving services relative to that of students in similar schools without full service support. In the following sections, the key outcomes associated with each issue are enumerated.

In summary, the extent of implementation at the schools and the generally favorable perception of the program held by all of the involved parties--parents, students, teachers, and principals--is reassuring. However, it is difficult to determine from the information derived from this evaluation how widely the services are being utilized and how much impact they are having on the specific students who benefit from them.

Based on these outcomes, the following recommendations are proposed:

1. To the extent possible, each full service site should provide the widest range of necessary services.

2. A system should be instituted whereby systematic records of services provided are transmitted by program staff to the school administration.

3. To the extent possible, a full-time professional should be supported in the role of coordinator at each full service school.

4. A longitudinal evaluation should be conducted whereby the academic progress of students who receive services is followed over time.

The HIV/AIDS Education Program was created to provide information to the school district and the community on HIV/AIDS and related topics. The program, which is funded in part by the Centers for Disease Control and Prevention (CDC), is responsible for implementing state and local AIDS policies, training staff, developing and disseminating the HIV/AIDS curriculum and other support materials, and instructing students and the public concerning HIV/AIDS related matters. In order to achieve these goals, the program staff coordinates its activities with, and utilizes the services of, a number of local agencies and universities.

The long range evaluation plan of the HIV/AIDS Education Program, established in agreement with the CDC, is to yearly target one of four basic program areas on a rotating basis: policy, staff development, HIV/AIDS curriculum and student status. In 1996-97 the area of HIV/AIDS curriculum was targeted and four evaluation questions were addressed. In order to answer the evaluation questions, 140 teachers responsible for teaching HIV/AIDS and 140 school administrators were asked to complete surveys. In addition, a random sample of 1030 students in grades 3-12 also completed surveys.

The 1996-97 evaluation questions and the corresponding results are as follow:

Evaluation Question 1. To what extent were Miami-Dade County Public Schools (M-DCPS) students exposed to HIV/AIDS instruction during 1996-97? According to most teachers and principals HIV/AIDS instruction was provided to all students during the school year. Most students indicated that they had received HIV/AIDS instruction this past year. Nevertheless, among students who received HIV/AIDS instruction, many reported that they had not received five hours of instruction, as required.

Evaluation Question 2. What material was taught as part of the HIV/AIDS curriculum and how was it delivered to students? The central topics contained in the HIV/AIDS curriculum were discussed during the past school year, according to both teachers and students. Most often addressed were the topics of abstinence as a way to avoid contracting HIV/AIDS and how the virus is spread. In addition, most secondary school teachers used some form of skill-based instruction. They also taught students how to use refusal skills to avoid engaging in risky behaviors. Teachers reported that they used a variety of methods to deliver the HIV/AIDS curriculum including: lectures, handouts, outside speakers, videos, student discussions, and role-playing.

Evaluation Question 3. What assistance did teachers receive from MDCPS in order to deliver the HIV/AIDS curriculum to students? According to principals and teachers, the HIV/AIDS Education Program was responsive to their needs and provided them with the information and materials necessary to support the HIV/AIDS curriculum. In addition, both principals and teachers are of the opinion that the vast majority of HIV/AIDS teachers are well prepared to teach the HIV/AIDS curriculum to students.

Evaluation Question 4. How is the HIV/AIDS curriculum perceived by students and teachers? The results show that most teachers and principals believe that the HIV/AIDS curriculum provided new information to the students. Most students also reported having learned new information through the HIV/AIDS lessons. For the most part, principals and teachers responsible for delivering the HIV/AIDS curriculum are generally satisfied with the HIV/AIDS curriculum.

Based on these observations, the following recommendations are made:

• Encourage schools to provide HIV/AIDS education to all K-12 students.
  
• Encourage schools to provide all K-12 students with five hours of HIV/AIDS instruction annually.
  
• Designate a subject area at each grade level into which to incorporate the HIV/AIDS curriculum.
  
  
  
  

The Safe Child Program is designed to prevent sexual, emotional and physical abuse of young, children, and to address the problem of threats posed to the children by strangers. The program, which targets children in pre-k through second grade, is sponsored by the National Council of Jewish Women and Hands in Action as a community service. The Safe Child Program was first implemented in the Miami-Dade County Public Schools in the 1993-94 school year. That year, 27 elementary schools participated. The program has been expanded each subsequent year. By 1996-97, the year in which this evaluation was conducted, 89 schools were participating in the program. Currently, there are 110 schools participating.

The evaluation of the Safe Child Program addressed three basic aspects of the program. They were: (a) the implementation of the program, (b) its perceived impact, and (c) the reactions of the participants. In the following sections, the key outcomes associated with each aspect are enumerated.

Summary and recommendations.

The evaluation has revealed that the case for the adoption of the Safe Child Program in the district's elementary schools is favorable. Several outcomes favor adoption. First, there is evidence that the program increases parent awareness and involvement. Second, most teachers who use the program tend to support it, and this support increases with experience. Third, there is evidence that the program is better structured than other similar programs.

However, other outcomes of the evaluation do not favor a total adoption of the program. These include: a) all programs dealing with safety and abuse are regarded by teachers and parents alike as being effective; b) a program on abuse and safety is already in place, and the cost of materials and program training must be assumed by each school in which the Safe Child Program is adopted; c) the Safe Child Program does not appear to increase the time devoted to the topics of strangers and sexual abuse; and d) dissatisfaction with the Safe Child Program is small but strongly stated, and concentrated by school.

Based on these outcomes, the following recommendations are proposed.

1 . Schools should be fully informed of the features and advantages of the Safe Child Program, and encouraged to consider it seriously for adoption. However, the final decision to adopt it should remain at the school level. Ideally, the program's adoption should be contingent on receiving the approval of a majority of the instructional staff who will be responsible for its delivery.

2. Steps should be taken to ensure that all teachers of the Safe Child Program are adequately trained in the program.

3. Further inquiry should be made into whether there is a need to provide teachers with inservice on teaching of young children about the dangers of sexual abuse.

Program Description

During the 1996-97 school year, 118 schools in Miami-Dade County (100 elementary and 18 middle) implemented school-wide Title I programs. In order to qualify for the program, at least 75% of the school's students had to be eligible for free or reduced price lunch. These programs allowed for the enhancement of the entire educational process within a school, thereby providing services to every enrolled child. More than 115,000 students were served by Title I programs, representing nearly half (46%) of the Miami-Dade County elementary and middle school student population.

Evaluation Reports

• Each Title I school received its copy of the "Title I Evaluation 1996-97: Individual School Report" in September 1997.

This highlights report presents overall demographic and achievement data for Title I students for the 1996-97 school year. Subsequent Title I evaluation reports will focus on principal and personnel surveys, parent surveys and other parent involvement efforts as well as other Title I components: Nonpublic, Neglected or Delinquent, and the migrant program.

Organization of the "Highlights" Report; Summary of Results

In the following section, demographic characteristics of the Title I population are first compared to those of the non-Title I population. Next, an achievement analysis is presented that compares Title I and non-Title I students within various sub-groups. This analysis examines the achievement difference (gap) that exists between Title I and non-Title I students in four of the major sub-groups prescribed by federal statute. The next analysis compares the performance of Title I and non-Title I students in several sub-groups over a two year period from 1995-96 to 1996-97. Finally, the State Performance Criteria and Title I results are presented.

In each sub-group comparison, non-Title I students outperformed their Title I counterparts. Within the Title I and non-Title I groups, the relative performance of the sub-groups is similar.

Over the two year period ( 1995-96 to 1996-97), reading comprehension improved for 4 of the 11 sub-groups at the elementary level and 3 of the 11 sub-groups at the middle school level.

Mathematics applications improved for 3 of the 11 sub-groups at the elementary level and 8 of the 11 sub-groups at the middle schools level.

Title I is evaluated by the state according to performance criteria established for all schools in the state of Florida. Schools failing to meet the state performance criteria for two consecutive years are designated as critically low:

• Of the 25 Title I critically low schools, 17 (68%) were removed from the critically low list which was published by the state in October of this year (1997).
  
• Of the seventeen schools removed from the list of critically low performing schools, 9 are no longer critically low in mathematics, 2 are no longer critically low in writing and 6 are no longer critically low in both mathematics and writing.
  
• Thirty-three of the 118 Title I schools improved in all three subject areas (Mathematics, Reading, and Writing).
  
• Thirty-nine of the 118 Title I schools improved in two subject areas.
  
• Thirty-one of the 118 Title I schools improved in one subject area.
  
• Eighty of the Title I schools improved in writing, 71 improved in mathematics, and 57 improved in reading.

In summary, most results reflect the general research finding regarding the effect of poverty on school achievement; in that the most economically disadvantaged students in this district (Title I students) perform at a level below that of non-Title I students, regardless of their membership in the particular sub-groups examined. Especially significant is the fact that non-Title I students who receive free or reduced price lunch outperform Title I students who receive free or reduced price lunch. This exemplifies the impact on student achievement of the highly concentrated poverty levels in schools served by the Title I program.

To meet the needs of these students, the Miami-Dade County Public School's Title I program is supporting the implementation of several major interventions which include the installation of computer assisted instructional systems, the adoption of the Success For All/Roots and Wings reading curriculum from Johns Hopkins University; and the Science Research Associates (SRA) reading curriculum. Additionally, the program is continuing to support the High Scope and Montessori Prekindergarten components, and various other research-based curricula and school reform models.

INTRODUCTION

In 1996-97, fifty-nine (59) discrete M-DCPS projects were funded through Title VI of the Improving America's Schools Act (IASA). Of these, six were identified by Federal Programs and Grants Administration as being "critical" or "high priority" in nature and were subjected to full scale evaluations. The other 53 projects received administrative reviews by project managers, using the Evaluation Report Form and related procedures developed by the Office of Educational Evaluation. The report which follows presents summary reports of evaluations of the "critical" projects. Copies of the administrative reviews for the other 53 projects are on file with the respective project managers and, collectively, in the Office of Educational Evaluation.

The intent of providing the following summaries of the evaluations for the Title VI "critical" projects, in lieu of the fully detailed reports which have been presented in the past, is to reduce the extensive document and review processes inherent in the production of complex reports; and to present concentrated and easily scannable evaluative information to the Board and appropriate program staff.

More detailed evaluative information is on file in the Office of Educational Evaluation and is available for review by interested parties.

Project Description/Objectives

Competing for 2000 was established to promote student achievement in science by providing students with the opportunity to conduct scientific research, supplementing the experiences received in traditional science courses. District science fairs were to be conducted for elementary, and secondary school students, as well as in the specialized areas of bridge building and scientific research paper writing. The program sought the involvement of the academic, scientific, and business communities by asking local businesses, community organizations, and universities to donate prizes, cash, scholarships, trophies, and ribbons. These, in turn, were to be distributed to science fair participants in recognition of their achievements. Project plans also called for Miami-Dade County Public Schools employees and members of the community to be recruited to judge students' projects at the science fairs and to serve on one of the committees established to organize and assist with implementation of the science fairs. The program attempted to promote greater minority student participation in district science fairs by conducting in-services throughout the project year for teachers from feeder patterns with high minority student populations. Competing for 2000, in its third year of Title VI funding, was administered by an Educational Specialist, assisted by staff members from the Division of USI Mathematics, and Science.

Funding

IASA, Title VI; $98,986 (Funding was used to support the salary and benefits of the project's Educational Specialist, to provide substitute coverage for teachers involved in science fairs, and to pay for professional services, rental fees, affiliations and fees, transportation costs, materials, printing, and supplies.)

Summary

Competing for 2000 was implemented in full accordance with project plans. Districtwide Junior/Senior, Elementary, Bridge Building and Research Paper Fairs provided 534 students with the opportunity to conduct scientific research outside of the traditional classroom setting. Extensive community support was generated for the science fairs. M-DCPS employees and members of the community judged students' science projects and served on committees established to assist with implementation of the science fairs. Community organizations, private corporations and departments of the government provided financial support for the fairs. Project staff conducted presentations for teachers from feeder patterns with high minority student populations in an effort to promote minority student participation in district science fairs. The presentations did not appear to have an impact on increasing the ethnic diversity of district science fair participants. Science Fair participants received higher science course grades than comparison group students both prior to and following implementation of district science fairs. Participation in the Junior/Senior Science Fair appeared to have a positive impact on students' science course grades. Participation in the Elementary Fair, Bridge Building Fair, and Research Paper Competition did not appear to have a similar impact on students' science course grades. Finally, participation in the 1996 Junior/Senior Science Fair did not appear to have an impact on increasing students' future advanced level science course enrollment patterns.

Recommendation

Conduct presentations to students at schools with high minority populations to promote ethnic diversity in district science fairs.

Project Description/Objectives

Geography 2000 was designed to provide opportunities for student, teacher, and parent participation in geography- related activities and to promote geographic awareness throughout Miami-Dade County Public Schools (M-DCPS). Student participation in geography-related activities was to be generated through implementation of elementary and middle/senior level districtwide geography competitions, as well as through the publication of geography contests in newsletters. M-DCPS teachers were to be provided with geographic professional development experiences and curricular support through the implementation of geography-related inservices and the dissemination of geography newsletters and geography curriculum materials. Project plans called for parent/child training sessions to be conducted to promote parental involvement in geographic education. Geography 2000, in its third year of Title VI funding, was administered by an Educational Specialist from the Division of Social Sciences.

Funding

IASA, Title VI; $87,553 (Funding was used to support the salary and benefits of the project's Educational Specialist, substitute coverage for teachers officiating at districtwide geography competitions, in-county travel, supplies, and duplicating.)

Summary

The majority of Geography 2000's project activities were conducted in accordance with the original project proposal, but some project activities were not implemented to the extent planned. The projects Educational Specialist vacated the position during the 1996-97 school year, but continue to perform duties vital to the implementation of the project after her departure. Extensive student participation in geography-related activities was generated through implementation of districtwide Elementary and Middle/Senior Geography Bees. Teachers were provided with geography-related, curriculum support and professional development experiences through the implementation of geography-related inservices and dissemination of geography curriculum materials. A geography newsletter, scheduled for bimonthly publication, was distributed twice during the school year. A package of geography support materials was not developed and disseminated to all M-DCPS for grade teachers as planned but is scheduled to occur during the 1998-99 school year. Corresponding inservices to train teachers on the utilization of the materials will be conducted once the full package of materials has been received by all teachers. Parent participation in geography-related activities was promoted through implementation of the Family Geography Challenge program. The program was conducted at five of the projected 16 M-DCPS schools. The majority of participating families rated the program highly.

Recommendations

If funds for the continued implementation of the project are received, the following recommendations should be taken under consideration:

• If feasible, given current project funding, consider reestablishing the Educational Special position to insure full implementation of all planned project activities.
• Publish and disseminate geography newsletters on a bimonthly basis, as originally planned.
• Distribute a full package of geography materials, supporting the fourth grade curriculum, to all M-DCPS fourth grade teachers and offer teacher inservices on utilization of the materials.
• Conduct Family Geography Challenge workshops at more schools to promote greater parent participation in geography-related activities.
  
  
  

Project Description/Objectives

The Higher Order Thinking (HOT) project was designed to raise students' levels of achievement in reading by improving their critical thinking skills. The project is part of the restructuring process that Miami Edison Senior High School began by working towards membership in the Coalition of Essential Schools. Project plans called for a team of four Miami Edison Senior High School teachers to work during the summer of 1996 to develop an integrated curriculum across all subject areas with a concentration on performance-based projects and exhibitions. The curriculum is driven by interdisciplinary projects and encompasses the Edison Model Institute (EMI) principles that stress the necessity for reading and critical thinking strategies to help students reach their learning potential. Those ninth grade teachers who had not been trained in EMI strategies were scheduled to attend a two day workshop focusing on reading and writing strategies at the beginning of the school year. The three ninth grade teams were to meet weekly during the school year to further enhance as well as evaluate the curriculum, to create lesson plans, and to assess its implementation in the classroom. Project plans originally called for the selection of 500 underachieving ninth grade students to participate in the program. Participating students were to visit other schools in their feeder pattern to pass on the knowledge they acquired to other students. The project, in its first year of Title VI funding, was administered by an assistant principal at Miami Edison Senior High School.

Funding

IASA, Title VI; $8,285 (Funds were used to supplement the salary and benefits of a team of teachers to develop the project's curriculum and for substitute coverage while teachers attended critical thinking workshops.)

Summary

Data collected indicate that the project was implemented as planned in the grant proposal. The project had a positive impact on the teaching behavior of the ninth grade teams and the teachers were enthusiastic about the impact of the integrated, unit approach on their students. The project seemed to lose momentum in the latter part of the year due to the necessity for the three ninth grade teams to both develop and implement integrated units during the school year. The students demonstrated a small but significant growth in their Stanford Achievement Test Reading Comprehension percentile scores, but demonstrated no growth on the DRP for the year. This appears to indicate that participation in the project has increased students' interpretive powers (higher order thinking) but not the vocabulary level or sentence complexity that they can handle.

Recommendations

• Consider providing additional planning time for the development of integrated teaching units.
• If an objective of the school improvement plan is to increase the ability of students to understand the surface meaning of increasingly difficult text (as measured by the Degrees of Reading Power test), consider providing specific instruction to that end.
• Consider adopting specific measures of higher order learning.

   
  
  
  

Project Description/Objectives

The Urban League of Greater Miami, Incorporated established the Parent Involvement for Academic Excellence (PIAE) program to improve the academic and social performance of at-risk students. The intent of the program was to increase family participation in the educational process by linking parents, students, schools, and supportive service agencies. One aspect of the project called for PIAE program staff to visit students at their schools to conduct group discussion sessions. Project plans also called for bimonthly meetings to be conducted by PIAE program staff to assist parents in developing the skills needed to support and guide their children through the educational process. It was anticipated that recreational activities and field trips would provide parents and children with educational and social development experiences to strengthen the parent/child relationship. PIAE program staff also were to function as liaisons between the parent, the school, and supportive service agencies by making visits and telephone calls to homes and schools, as well as referrals to community agencies. PIAE program staff planned to target 30 students and parents from each of two schools, Holmes Elementary School and Charles R. Drew Middle School, for inclusion in the program.

The PIAE program, in its third year of Title VI funding, was implemented by Urban League of Greater Miami's Vice President of Family and Child Development. One full-time Urban League Parent Educational Specialist, funded by Title VI, and one part-time Urban League Parent Educational Specialist, funded by Urban League, assisted with program implementation.

Funding

IASA, Title VI; $41,428 (Funds were provided for educational supplies; printing and duplicating; field trips; and for professional and technical services, including a Parent Educational Specialist, accounting and auditing services, and clerical support.)

Summary

The PIAE program was partially implemented in accordance with project plans. The program operated at Holmes Elementary School, one of two schools originally targeted for inclusion in the program. PIAE program staff and school personnel were not able to fully coordinate activities in order to implement the program at Charles R. Drew Middle School. PIAE program staff implemented all aspects of the program that did not rely on parent participation; however, due to parents' lack of involvement, activities which required parent participation, such as field trips and bimonthly parent meetings, could not be implemented. PIAE program staff conducted group and individual sessions for program students, focusing on academic and social issues, throughout the year. PIAE program staff also acted as liaisons between the home and the school, making visits and telephone calls to parents' homes and to Holmes Elementary School on parents' behalf. No conclusions could be drawn with regard to the program's impact on parents' levels of involvement in the educational process, due to the lack of parent participation in program activities. The program did not appear to have an impact on participating students' academic or social behavior, as measured by number of days absent, conduct grades, disciplinary referrals, and SAT reading and mathematical subtest scores.

Recommendations

• Although the need for a program such as PIAE has been clearly demonstrated, parents of targeted at-risk students appear to be unwilling or unable to participate in program activities, despite the concerted efforts of PIAE program staff over the past three years. Until effective methods for generating parent participation are discovered, the program should be restructured to focus all available resources on targeted at-risk students.
• Redesign the strategies and activities utilized to improve students' academic and social performance.
• Implement the PIAE program at Charles R. Drew Elementary School, as originally proposed, or at an alternate school with a similar population of at-risk students.

   

Project Description/Objectives

Taking Initiatives For Economic Success (TIES) was established to supplement the experiences students are offered in the COMET (Career Opportunity Motivated through Educational Technology) lab setting. COMET lab students are taught career awareness and employability skills in the context of a full day curriculum. The TIES project was developed to raise students' levels of achievement in reading, mathematics, and technology by relating these skills to future employment. Through observation of employment opportunities and utilization of computer hardware and software, TIES project activities were designed to demonstrate the relevance of reading and mathematical skills learned in the classroom to vocational preferences. The program also sought to help students gain an awareness of the range of employment opportunities that require academic skills. Project plans called for fourth grade students in Bel-Aire Elementary School's COMET lab to utilize software to develop and practice reading, mathematical, and technological skills related to vocational preparation. It was also anticipated that participating students would take field trips to observe employment opportunities, read information on careers, listen to guest speakers, communicate electronically with community mentors, develop electronic resumes, and maintain portfolios to record vocational goals and career plans. An additional 40 fourth grade students from other classrooms within Bel-Aire Elementary School were expected to participate in the project by working on the computer with COMET lab students and developing team projects.

The TIES project, in its first year of Title VI funding, was administered by a fourth grade COMET lab teacher at Bel-Aire Elementary School.

Funding

IASA Title VI; $8,074 (Funds were used for student field trips and to purchase supplies and computer hardware and software.)

Summary

The TIES project was established to increase students' levels of achievement in reading, mathernatics, and technology by relating these skills to future employment. Nineteen students from one self-contained fourth grade COMET lab at Bel-Aire Elementary School participated in the program. The project was only partially implemented, due to the late arrival of computer hardware and software needed to implement many of the project's planned activities. Students participated in all project activities that did not require utilization of the computer, such as reading about careers, taking field trips, and developing career portfolios. Since only a limited number of TIES project activities could be implemented, increases in students' levels of achievement could not be attributed to their participation in the project; therefore, the project's impact, on increasing students' levels of achievement in reading, mathematics, and technology was not assessed.

Recommendations

• Make efforts to obtain recommendations for future purchases of hardware and software earlier in the school year in order to expedite equipment delivery and enable students to participate in all project activities.
  
• Once computer hardware and software are fully operational, include students from other Bel-Aire Elementary School fourth grade classrooms in computer activities, as originally proposed in project plans.
  
  
  
  

The Training for Sports, Training for Life program was established to provide mentally handicapped students with opportunities for socialization and recreation in integrate school settings. Program implementation was based on the theory that mainstreaming activities benefit all participants. Project staff anticipated that the program would raise the self-esteem of mentally handicapped students through disciplined training and goal-oriented activities. Project staff also anticipated that participation in the program would increase non-handicapped students' understanding of the needs of mentally handicapped students. Project plans called for non-handicapped students to be paired with mentally handicapped students and participate in sports activities throughout the school year. Middle and senior high school coaches were asked to form athletic teams consisting of equal numbers of mentally handicapped and non-handicapped students and to supervise sports activities ndd competitions.

The project, in its second year of Title VI funding, was administered by personnel from SonJu, Incorporated and Special Olympics, who were retained by Alternative Education and Dropout Prevention to implement the program.

Funding

IASA, Title VI; $51,500 (Funds covered the professional services of SonJu, Incorporated and Special Olympics, as well as transportation, sports equipment, supplies, and duplicating.)

Summary

The Training for Sports, Training for Life program was implemented in accordance with project plans. Over 620 mentally handicapped students and non-handicapped student partners participated in sports activities and competitions together throughout the school year. Participation in the program provided mentally handicapped students with opportunities for socialization and recreation in integrated school settings. Although the program did not have an impact on mentally handicapped students' or non-handicapped student partners' attendance rates, participation in the program appeared to have a positive impact on mentally handicapped students' levels of self-esteem. Participation in the program also appeared to have a positive impact on non-handicapped student partners, as indicated by their increased understanding of the needs of mentally handicapped students.

Recommendation

Increase mentally handicapped and non-handicapped student participation in the program, in order to provide greater numbers of students with the opportunity to benefit from mainstrearning activities.

"I Have A Dream" (lHAD) is a program designed to enhance the educational opportunities of disadvantaged youths by providing them with sustained care, support and guidance. The goal of the lHAD Program is to provide Dreamers (i.e., students participating in IHAD) with support and encouragement to ensure that they will graduate from high school and have an opportunity to obtain a post-secondary education. The lHAD Project in Miami-Dade County is based at Charles R. Drew Elementary School. The program was initiated in the 1994-95 school year and involved all students at Drew who were then in the second grade. The participants (Dreamers) were in the fourth grade at the time of this evaluation (1996-97).

This report provides results of the second evaluation of the project, and focuses on implementation as well as impact issues. Areas of inquiry included project activities, services provided by the Project Coordinator (PC),the project's impact on Dreamers' attendance and achievement, and various constituents' perceptions. Results related to each of the six evaluation questions posed are as follow:

• Has the I Have A Dream Project at Charles R. Drew Elementary School been implemented in accordance with the model of the IHAD Foundation?

The four essential elements required for the implementation of the project were present: 1) a Sponsor, 2) a full-time project coordinator (PC), 3) a community-based organization, and 4) a group of students, or "Dreamers". The Sponsor was a local family which provided the resources necessary for the project. The PC was ftill-time and has been with the project since the beginning. The project was based at Drew Elementary School and involved fourth grade students during the year of this study (1996-97).

• What activities have been undertaken by the IHAD Project during the 1996-97 school year?

The project activities fall into three general categories: academic support, enrichment activities, and social services. Academic support was provided through formal linkages with the Miami-Dade Community College for after school tutoring and Saturday sessions. Additionally, students were also enriched via exposure to the areas of meteorology and aeronautics during the Summer Academy. The Summer Academy also provided students with sports activities and arts and crafts. Social services were varied and individualized according to each Dreamer's needs.

• Has the project provided the Dreamers with sustained care, personal support and guidance?

Based on an analysis of the monthly activity log kept by the PC, there was both a substantial number and variety of services offered to the Dreamers and their families. Parenting and life skills workshops were offered to parents and a number of networking activities resulted in extra social support. For example, Dreamers in need of emergency food supplies were allowed to access the Daily Food Bank. Parents indicated overwhelmingly that they had easy access to the PC. This suggests that Dreamers were provided with sustained care, personal support and guidance.

• Has the school attendance of the Dreamers improved?

The attendance rates for the Dreamers at Drew remained essentially the same from 1995-96 to 1996-97. However, a comparison of attendance rates to all Drew students and all elementary school students in the district revealed that the Dreamers' attendance was slightly above the two comparison groups mentioned.

• Have the Dreamers exhibited improvement in their academic performance?

The Dreamers exhibited evidence of academic improvement in the areas of Reading Comprehension, Mathematics Application and writing skills based on analyses of Stanford Achievement Test and the Grade 4 Florida Writes! Test.

• What are the perceptions and experiences of the Dreamers' parents?

The results indicate favorable opinions of the project by the Dreamers' parents. Parent participation at meetings and workshops was high. All responding parents want the project to continue.

Based on these observations, the following recommendations are made:

• Continue to enhance the project by providing needed support in the areas of academic assistance, enrichment activities, social support and networking arrangements.
• Continue to offer general assistance to the parents regarding parenting, daily living and job force skills.
• Continue to maintain the monthly activity logs to demonstrate the nature and extent of services provided to the Dreamers without breaking the confidentiality of the Dreamers and their families.
• Continue to monitor the project through it's completion to measure the project's ultimate impact. Project staff may wish to request Office of Educational Evaluation staff on an as-needed basis.
  
  
  

The evaluation of the Student Case Management (SCM) system is the final evaluation in a series conducted as a follow-up to the Safe Orderly Schools report (1993). The SCM system was first implemented during the 1983-84 school year, and it has been modified periodically in accordance with the district's changing needs. Most recently, to comply with the State of Florida's Juvenile Justice Reform Act of 1995, the School Police Automated Reporting (SPAR) system was developed. The SPAR system was implemented during the 1995-96 school year, concurrently with a new method of recording suspensions from school which utilizes the district's Daily Attendance System (DAS). This evaluation examines the SCM system and the features it shares with the SPAR and DAS systems.

The evaluation focused on the scope, accuracy, and consistency of the SCM system. In order to address these issues, the evaluation examined data obtained during the 1996-97 school year from a variety of sources. They included: data from the SCM, SPAR, and DAS systems; surveys of the school administrators and service providers who use the systems; students' records; documents associated with the systems; and interviews with the district administrators who oversee the systems.

The results of the evaluation revealed that minor violations are not consistently recorded in the SCM or SPAR systems. This does not suggest improper use of the systems; it is due to the district's policy which allows school administrators discretion in recording such violations. Similarly, since mandatory reporting is not required for most actions and services, service providers estimate that only about half of the services they provide are recorded. Thus, the systems by design do not reflect all the incidents and services that occurred in the schools. However, major violations and the resulting mandatory actions and services must be recorded. Surprisingly, the evaluation revealed that this is not always the case. Mandated actions and services for major violations are not always recorded in the systems. It could not be determined whether this was due to disciplinary actions being dropped following investigations of unwarranted accusations, or if the disciplinary process was merely incomplete. Finally, on a positive note, the evaluation revealed that the actions and services recorded appear to be equitably assigned with regard to the violators' ethnicity.

Based on these conclusions, the following recommendations are made:

1. Establish a procedure for automatically reporting any incident involving a recommendation of expulsion to the Office of Alternative Education.

2. Provide a method for reclassifying unwarranted referrals.

3. Provide training to school administrators in reporting and recording incidents in the SPAR and SCM systems. Such training should include the classification of incidents, recording and reporting requirements, mandatory service/actions, and methods for dealing with exceptional cases (i.e., waivers).

4. Inform users of data drawn from the SCM and SPAR systems that, due to the discretionary policy regarding the recording of minor violations, the data may not accurately reflect all incidents occurring in the schools.

OVERVIEW

Schools requiring assistance and intervention during implementation of the 1998-99 School Improvement Plan process are those schools that did not make 'adequate progress' during the 1997-98 school year. Four schools failed to make adequate progress because they did not make measurable gain on a majority of the objectives in their 1997-98 School Improvement Plans. All schools appearing on the State's list of 'Critically Low Performing' schools made adequate progress by performing sufficiently well during 1997-98 to get off of that list. The 1997-98 record of adequate progress reflects an improvement over 1996-97 when sixteen schools did not make adequate progress.

This report contains a brief history of the implementation of the Florida accountability legislation in Miami-Dade County, the results of the 1997-98 review of adequate progress in Miami-Dade County, and a summary.

SUMMARY

There were a total of four schools that did not make adequate progress during the 1997-98 school year, as compared with sixteen during the 1996-97 school year. Each of the four schools failed to make adequate progress based on their performance on their 1997-98 SIP objectives. This compares to eight schools that failed to make adequate progress on their SIP objectives in 1996-97. No schools failed to make adequate progress in 1997-98 based on their critically low performing status. This compares to eight schools that failed to get off the critically low performing list in 1996-97.