The University of the State of New York s11
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Albany, NY 12234
2006-2007 Child Abduction Prevention Education Program
Agency Code
Name of School District/BOCESAddress
City County Zip Code
Contact Person / Telephone
E-Mail Address / FAX
I hereby certify that I am the applicant’s chief school/administrative officer and that the information contained in this application is, to the best of my knowledge, complete and accurate. I further certify, to the best of my knowledge, that any ensuing program and activity will be conducted in accordance with all applicable Federal and State laws and regulations, application guidelines and instructions, Assurances, Certifications, Appendix A, and that the requested budget amounts are necessary for the implementation of this project. It is understood by the applicant that this application constitutes an offer and, if accepted by the NYS Education Department or renegotiated to acceptance, will form a binding agreement. It is also understood by the applicant that immediate written notice will be provided to the grant program office if at any time the applicant learns that its certification was erroneous when submitted or has become erroneous by reason of changed circumstances.
Authorized Signature (in blue ink) / Title: Chief School/Administrative Officer
Typed Name: / Date:
Narrative: Sample to be edited as per school and county information
Your County Name, located in the geographic center of New York State, qualifies for Appalachian Regional Funding based on economic factors and a lack of health care. Regional reports consistently rank Your County Name as having a high percentage of youth who are at risk for child abduction because of family dysfunction and school separation.
Your School District has been designated as a "high need" district by the New York State Education Department. Just under 40% of the county’s population is Rural Blue Collar, characterized by low income, low level of education and literacy, lack of access to public transportation, low usage of preventive health care, and a distrust of formal social services. Approximately 45% of the students are eligible for free and reduced lunch. In the New York State OASAS (Office of Substance Abuse Services) PRISMS Report (Prevention Risk Indicator/Services Monitoring System),
1. Goals and Objectives:
· Describe goals and objectives in clear, measurable language with at least one objective under each goal.
The goal of this project is: To educate the Your School District's K-3 grade teachers, support staff, parents, and K-3 students to prevent child abduction.
Objectives: Make your own numbers and percentages
A. Purchase the Yello Dyno Pro Curricula for our K-3 teachers to implement in their classrooms.
B. Train all current K-3 grade teachers, administrators, support staff in the Yello Dyno Pro Curricula Program.
C. A minimum of 25% of all K-3 parents will attend the Yello Dyno parent education workshop.
D. Approximately 850 K-3 grade students will receive instruction for self-protection skills taught to enable them to avoid dangerous situations.
· Describe collaboration with school-based management teams, parent groups, and representatives of community-based organizations, including law enforcement officials.
District Policies establish protocols for adoption of curricula and programs at all levels. Procedures, which give various options for parental and community involvement in schooling have been established. An ad hoc committee, comprised of parents, teachers, administrators, board members, and other interested community members was established, as per district policy, for the adoption of the Yello Dyno curriculum. In addition, the District has an active, broad-based Comprehensive School Health and Wellness Team that oversees the total program. Working on implementation of the Yello Dyno program will be important in showing improvement in our CSHW program efforts. The district takes health education and wellness programming seriously. Yello Dyno will be integrated, reinforced, strengthened and re-energized in our nationally validated on-going Growing Healthy program.
2. Process and Criteria:
· List criteria for purchase/adoption of the curriculum or local development of the curriculum.
Since the late 1980's our district has used the nationally validated Growing Healthy Curriculum at the elementary level. In 1995, following the passage of the original 1994 child abduction legislation in NYS, we facilitated additional staff training provided by the New York State Division of the National Center for Missing and Exploited Children and added Kids and Company: Together for Safety. We believed this to be the best child abduction prevention curriculum at that time. In the span of years since this curriculum has been implemented, there has been a considerable turnover in staff. There are also newer, more effective and exciting teaching strategies that have been developed. Our district is ready for a new approach to getting messages across in ways that are easily remembered by students, staff and parents. The anticipated outcome of this education is to help prevent child abduction.
o Describe process for deciding whether to use a locally designed or a purchased/adopted curriculum or some form of each; specify who was involved in the decision.
Yello Dyno Pro Curricula has been selected because of the following characteristics:
· Avoids "scare tactics" by its non-fearful approach
· Is prevention-oriented and research-based
· Is age-appropriate
· Uses competent presenters for teacher training
· Has teacher-friendly lesson plans
· Offers a more personal approach through small group assemblies and classroom presentations.
· Provides companion parent workshops
· Meets NYS Education Law 803A requirements
· Generates positive feedback from parents and teachers in a neighboring school district
· Is recommended by administration of a neighboring school district.
3. Curriculum and Training Design:
· Describe the curriculum and training design to be developed or implemented.
In addition to the features described in section #2 above, the Yello Dyno Pro Curricula is professionally developed to minimize teacher preparation time while maximizing success in dealing comfortably with difficult subjects like abduction, bullying, abuse, drug abuse, internet stalking, and violence. Music, catchy, memorable jingles, and award winning videos like Tricky People, Bad Guys, and Bullies, and Can't Fool Me!, help capture attention of even the most challenging students. The emotional atmosphere the curriculum establishes helps remove fear while promoting open student responses to discussions. Role-playing affords students the opportunities to practice key safety rules and strategies that combat deceptive and manipulative behaviors that mean danger.
· Describe how it relates to the goals and objectives.
The training design will help us to accomplish our goals and objectives by providing professional development workshops in all five elementary schools for instructional and non-instructional staff, parents, and students. The design of this program, as evidenced by the features described above, support success in meeting the goals and objectives described earlier in section #1. Yello Dyno consultants are only a phone call or e-mail away if questions arise during implementation.
· Describe how the curriculum to be developed or implemented is appropriate for the students in the grade levels to be served.
Our district has long had an inclusion model for students with special needs. Our staff is accustomed to making considerations for language barriers, disabilities, scheduling, and transportation of students in all of its programs. However, the nature of the Yello Dyno lessons includes auditory and visual aids that address a variety of learning styles. Directions and skills will be repeated as indicated and special education teachers, student aides and paraprofessionals will be present in the classrooms when the curriculum is presented to their students with special needs.
4. Project Activity Plan:
· Complete the Project Activity Plan form. Add pages as needed.
· Specify activities, target date(s), audience, and person(s) responsible for each project activity.
The funds provided as a result of this grant will allow the Your School District to continue its commitment to work on the goal of providing child abduction prevention programming for 850 kindergarten through third grade students in its five elementary buildings. Additionally, 38 classroom teachers and 10 support staff will be trained in the Yello Dyno Pro Curricula, child abduction prevention program. While we wholeheartedly will attempt to reach all parents, realistically we anticipate attendance by 25-50% of our students' parents at the planned evening parent session. Additionally, we will continue throughout this and each subsequent school year to reach parents with newspaper articles, newsletters and materials sent home by trained classroom teachers who are implementing the Yello Dyno program. Program activities include:
· Staff development workshops
· Identification of one primary and one intermediate turnkey trainer/mentor in each building.
· Parent workshops
· Student assemblies
· Primary class presentations
· Staff, turnkey/mentor, parent trainings and curriculum materials are designed to encourage continued, on-going reinforcement for years to come.
5. Evaluation Design:
Describe the evaluation design and how it links to goals and objectives of the project.
The Yello Dyno Pro Curricula has a comprehensive evaluation component for the teachers, students and parents the district will utilize to assess the program effectiveness. Students will be pre and post-tested to measure the degree to which program outcomes are met. Special Education staff will assist with the assessment of their students by reading assessment items and or recording student dictated answers. Other alternative assessments may be indicated by various students' Individual Education Plans. The District Comprehensive School Health and Wellness Team will analyze data collected and issue a report to the Board of Education with recommendations for future program direction.
· Describe how evaluation information will be used to inform and modify the training design and program implementation.
After the Yello Dyno staff and parent training and classroom presentations, the administrative cabinet consisting of building principals, the Superintendent and Assistant Superintendent of Support, Prevention and Personnel will report on the effectiveness of the scheduling of the programs, adequacy of equipment and training facilities. Both formative and summative assessments will be done. Information on the orderly and timely implementation of program activities will be included in formative evaluation. Data on effectiveness in achieving project goals and objectives will constitute the summative evaluation. Evaluation will include attendance figures at staff and parent trainings, rating sheets from staff, reaction forms from parents, student surveys, questionnaires, pre and post-knowledge tests, and staff observations.
School District Data Form
Complete this form for each school district/BOCES participating in this grant. Make chart below your own
`
Name of District/BOCES ______
Buildings to be Served / Gradesto be Served / # Students
to be Served / # Teachers Participating / # Other Staff
Participating /
# Parents Participating
1. ------Elem. / K – 3rd
2. ------Elem. / K – 3rd
3. ------Elem. / K – 3rd
4. ------Elem. / K – 3rd
5. ------Elem. / K – 3rd
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Total for
Each Column / Not Applicable / 1
FS-10 Page 23
Project Activity Plan
Project Activities(spell out all acronyms used) / Intended Audience
(Parents, Students, Teachers, etc.) / Target Date(s) / BOCES or District
Person(s) Responsible
Staff Training (2-hours)
Training to acquire & reinforce skills in teaching children to avoid abduction – review and implementation techniques in applying curriculum materials / Teachers, social workers, psychologists, administration, teacher assistants
Parent Workshops (one-hour)
Parents will acquire abduction prevention training and parent/child discussion techniques & strategies /
Parents and Guardians
Small Group Class Assemblies (30-45 min.) KAge appropriate assembly programs will provide visual & cognitive cues for recognizing and reacting to abduction tactics / Students K - Staff
Lesson Implementation:
Students K-3 will acquire knowledge of personal safety and empowerment skills via lessons and curriculum materials / Students K-3rd - Staff
Program Evaluation:
Evaluation include attendance figures, students surveys, pre and post –knowledge test and staff observations / Teachers, Parents, Administrators
Budget Category and Narrative Forms
Salaries for Professional Staff: Code 15
Include only staff that are employees of the agency. Do not include consultants or per diem staff. Do not include central administrative staff that are considered to be indirect costs, e.g., business office staff. One full-time equivalent (FTE) equals one person working an entire week for each week of the project. Express partial FTE’s in decimals, e.g., a teacher working one day per week equal .2 FTE.
Specific Position Titles / Full-time Equivalents / Proposed ExpenditureNA
TOTAL, transfer to FS-20, Budget Summary Form / 0
In the space below, please describe how the positions identified above will support the project activities and contribute to program goals.
Salaries for Support Staff: Code 16
Include salaries for teacher aides, secretarial and clerical assistance, and for personnel in pupil transportation and building operation and maintenance. Do not include administrative staff that are considered to be indirect costs, e.g., account clerks.
Specific Position Titles / Full-time Equivalents / Proposed ExpenditureNA
TOTAL, transfer to FS-20, Budget Summary Form / 0
In the space below, please describe how the positions identified above will support the project activities and contribute to program goals.
Purchased Services: Code 40
Identify the type of expenditure by general category (i.e., consultants, rentals, tuition, printing, communications, and other contractual services).
Purchased Services from a BOCES, if other than the applicant agency, should not be budgeted under this expenditure category. Use Purchased Services with BOCES, Code 49.
An agency cannot purchase services from themselves.
Copies of contracts may be requested by the State Education Department.
Description of Item / Proposed ExpenditureParent Workshop – 60 minutes / $600.00
Staff Training – 2 hours / $1,200.00
Kindergarten 30-45 minutes Safety Show (5 shows) / $1,975.00
TOTAL (transfer to FS-20, Budget Summary Form) $3,775.00
In the space below, describe how the purchased services itemized above will support the project activities and contribute to the program goals.
Parent Workshops: parents will gain knowledge to support their children in learning the safety rules that will last a lifetime.
Staff Training: the professional training received by the staff will provide the skills to present the curricula to the children at our schools.
Kindergarten Safety Shows: the children will be empowered with the entertaining, age-appropriate information. This will serve as a motivation to continue lessons in the classroom by staff.