PI-1739 Summer 2004 Project Evaluation Title I, Part C Education of Migratory Children

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/ Wisconsin Department of Public Instruction
PROJECT EVALUATION
TITLE I, PART C—
EDUCATION OF MIGRATORY CHILDREN
PI-1739 (Rev. 04-12) / INSTRUCTIONS: Submit this form within 30 days after the project ends to:
WISCONSIN DEPARTMENT OF PUBLIC INSTRUCTION
ATTN: ANGELA SMITH, PROGRAM COORDINATOR
TITLE I AND SCHOOL SUPPORT TEAM
P.O. BOX 7841
MADISON, WI 53707-7841
Collection of this information is a requirement of Public Law 107-110. A copy of the completed form should be maintained by the applicant agency for six years.
Type of Project Choose One
Summer 2012
Regular Term 2011-12
I. GENERAL INFORMATION
Name of Applicant LEA / CESA Agency
Street Address
City / State / ZIP
Project Site City and / or Building / Project Number
— / — / — / — / — / M
Person Completing Evaluation / Title / Phone Area/No.
Current / After Project Closes
II. PROJECT OVERVIEW
Total Number of Days Project Operated / Date Classes Began Mo./Day/Yr. / Date Classes Ended Mo./Day/Yr.
1. Migrant Children / Youth Certified Eligible
(Unduplicated Count)
Indicate the number of children for whom the project prepared original or continuing Certificates of Eligibility during this project term. / 2. Migrant Children / Youth Served
(Unduplicated Count)
Indicate the number of children served entirely or partially by migrant education project funds during this project term. / 3. Gender
Indicate the number of male and female students served. Total must agree with total in Section I, Item 2.
Male / Female / Total
Total / 0

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III. PROJECT EFFECTIVENESS—ACADEMIC
Indicate the results of the project’s review of its effectiveness in addressing the academic and supportive needs of migrant children. The report should be based on the project goals and measurable indicators of progress specified on page 9 (Part XIII, No. 1 and 2) of the project application. Note: Report local goals / results in the section below (A-F) which reflects their relationship to the MEP goals stated; indicate local goals / results only once even though they relate to more than one MEP goal. The report may be continued on attachments, if necessary.
Name of Project / Person Preparing Report

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III. PROJECT EFFECTIVENESS—ACADEMIC (cont’d.)
Measureable DesiredOutcome / Measurement Process / Instrument / Instructional Area Component / Grade Span / NumberServed / NumberSuccessful / Number NotSuccessful / Percent Successful / PercentNotSuccessful / Program Effectiveness Status (75%)

1. 75 percent of kindergarten through second grade migrant students receiving supplementary reading / language arts instruction during the project will be successful in attainment of proficiency level or above in one or more skills focused on in this component.

/ Reading / Language Arts
Major focus: / K-2 / % / % / Achieved
Not Achieved

1. 75 percent of kindergarten through secondgrade migrant students receiving supplementary mathematics instruction during the project will be successful in attainment of proficiency level or above in one or more skills focused on in this component.

/ Mathematics
Major focus: / K-2 / % / % / Achieved
Not Achieved

1. 80 percent of third graders receiving supplementary reading/ language arts instruction during the project term will be successful in demonstrating the ability to read at or above grade level.

/ Reading / Language Arts
Major focus: / 3 / % / % / Achieved
Not Achieved

1. 75 percent of third through sixth grade migrant students receiving supplementary reading / language arts instruction during the project will be successful in attainment of proficiency level or above in one or more skills focused on in this component.

/ Reading / Language Arts
Major focus: / 3-6 / % / % / Achieved
Not Achieved

1. 75 percent of third through sixth grade migrant students receiving supplementary mathematics instruction during the project will be successful in attainment of proficiency level or above in one or more skills focused on in this component.

/ Mathematics
Major focus: / 3-6 / % / % / Achieved
Not Achieved

1. 75 percent of seventh through eighth grade migrant students enrolling in a project term mini-PASS course will successfully complete requirements by the end of the project.

/ Mini-PASS
Major focus: / 7-8 / % / % / Achieved
Not Achieved

1. 75 percent of seventh through eighth grade migrant students enrolled during the project in a district program—not mini-PASS course—will be successful in completing requirements by the end of the project.

/ Major focus: / 7-8 / % / % / Achieved
Not Achieved

1. 75 percent of ninth through twelfth grade migrant students enrolling in PASS course will successfully complete requirements by the end of the project and accrue credits by the end of the project.

SUMMER PROJECT ONLY / PASS Program
Major focus:
Credit Accrual / 9-12 / % / % / Achieved
Not Achieved

1. 75 percent of ninth through twelfth grade migrant students enrolled during the past summer project in a PASS course successfully completed requirements through a continuation plan for regular term completion.

REGULAR TERM PROJECTS / PASS Program
Major focus:
Credit Accrual / 9-12 / % / % / Achieved
Not Achieved

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IV. PROJECT EFFECTIVENESS—ACADEMIC SUPPORT SYSTEM
Measureable DesiredOutcome / Measurement / No. of Struggling Students Provided Tutoring / MentoringServices / No. of Students Requiring Out of State Testing / No. of Students that Participated in Out of State Testing / Designated Advocate for Middle/ Secondary Students / Program Effectiveness Status
“Yes” Responses to three items in Measurement needed to Indicate Achieved.

1. 100 percent of migrant funded projects with struggling middle/ secondary students will provide mentoring and tutoring support, and designate an advocate / advisor who will identify and monitor students not on track for graduation or who are failing core content subjects and connect them to appropriate support systems and support students needing the out of state testing opportunity.

/ Tutoring / mentoring services were provided by the project to struggling middle / secondary students. / Yes
No / Achieved
Not Achieved
An adult advocate was available to identify students not on track for graduation or who are failing core content subjects and connected them to appropriate support systems. / Yes
No
Students needing the out of state testing opportunity were supported and connected to a testing site for participation in scheduled testing. / Yes
No
V. PROJECT EFFECTIVENESS—PARENT INVOLVEMENT
Measureable DesiredOutcome / Parental Involvement Contacts / Describe Major Types of Parental Involvement Contacts / Percent of Migrant Students Served Whose Parents were Engaged in the Project Parental Involvement Activities or Contacts. / Program Effectiveness Status (60%)

1. The parents of 60 percent of the migrant children served in the project migrant program will be engaged in opportunities to learn how to support their children’s learning through one or more of the following:

• Informational meeting on district educational policy and programs at school, home, or in camp;
• Visitations to the classroom;
• Materials sent home from the school to reinforce instruction;
• MEP sponsored events;
• Phone calls / other communications with MEP project staff about supporting their child’s learning;
• Meetings to learn how migrant youth can access funding for post-secondary learning;
• Home visitations from school personnel; and
• Other—Specify

/ Two contacts were made with parents of students served during the project period forthe purpose of sharing information on the children’s academic progress / needs.
YesNo / Achieved
Not Achieved
One of the contacts was face-to-face.
Yes No
VI. PROJECT EFFECTIVENESS—ATTENDANCE RATE
Measureable DesiredOutcome / Number of Days of Operation / Number of Weeks of Project / Grade Span / Number Served / Average Number of Student Instructional Contact Hours per week / Average Weekly
Attendance Rate / Summarize Reasons Reported by
Students for Non-Attendance / Program (90%)or Above Average Attendance Rate

1. 100 percent of funded migrant projects will have an attendance rate of not less than 90 percent on a weekly basis.

/ % / Achieved
Not Achieved

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VII. PROJECT EFFECTIVENESS—OTHER SUPPORT
Provide a brief description of any efforts taken by the project staff to provide migrant students with assistance in learning about or participating in any extracurricular activities at the school; or efforts directed toward development of awareness of students about precollege programs and how to access them.
Give two examples of intra or interstate coordination efforts that were engaged in to assist your project in identifying, making placements, or addressing the academic or support needs of migrant students.
The recruiter provided migrant families with a listing of low cost social events in the area for their consideration.
YesNo