Sample
of
a
Successful
Grant
Proposal:
Migrant
Education
Even
Start
Program
Provided
by:
White
House
Office
of
Faith
Based
and
Community
Initiatives
(Note:
This
document
was
scanned
from
the
federal
source.)
Sample
Quality
Grant
Proposal
Model
Project
Abstract
FBCO1,
a
longstanding,
not-‐for-‐profit
community
organization
in
the
state
of
XY,
in
collaboration
with
KSTAR,
a
nationally
recognized
program
for
parents
and
young
children,
and
the
Target
School
District
–
is
requesting
funds
from
the
U.S.
Department
of
Education
through
the
Migrant
Education
Even
Start
(MEES)
Program
to
operate
the
project
from
10-‐01-‐02
through
9-‐30-‐06.
Through
the
integration
of
adult
literacy,
early
childhood
education
services,
parenting
education
and
supportive
professional
development,
aims
to
address
the
compelling
needs
of
highly
mobile
migrant
families
in
both
the
Site
1
and
Site
2
communities
to
improve
and
create
continuity
in
their
educational
opportunities.
Utilizing
scientifically
evidence-‐based
information,
as
well
as
effective
strategies
for
facilitating
the
learning
of
migrant
students
via
the
experience
of
migrant
educators
and
specialists
in
family
learning,
the
project
staff
members
will
focus
on
the
literacy/learning
needs
of
migrant
Even
Start
families
with
children
from
birth
through
age
seven.
A
variety
of
options,
that
is,
home-‐,
center-‐,
and
community-‐based
continuum
of
services,
will
be
provided
that
involves
education
goal
setting
documented
on
yearly
Family
Service
Plans
(FEP).
Demonstrating
that
less
than
4%
of
the
eligible
migrant
children
in
the
Target
state
from
birth
to
age
three
currently
are
being
served,
the
project
will
feature
outcomes-‐based
curricula
and
a
KSTAR
home
visitor
education
program
that
accentuated
building
strong
parenting
skills
while
reinforcing
adult
literacy
and
early
childhood
education.
The
objectives
of
this
project
show
how
MEES
integrates
the
components
of
Migrant
Even
Start
and
supports
migrant
families
by
emphasizing
strong
professional
development
guided
by
learner-‐centered
Professional
Development
Plans
(PDPs).
The
objectives
are:
1)
Adult
Literacy/Education
–
With
the
annual
completion
of
the
project
and
each
year
thereafter,
family
members
–
particularly
parents
–
will
make
one
year’s
progress
toward
meeting
the
FSP
literacy
goals
developed
jointly
by
each
family
and
project
staff;
2)
Early
Childhood
Services
–
learning/literacy
goals
as
identified
in
the
FSP
based
upon
pre-‐post
measures
based
upon
such
testing
through
the
Ages
and
Stages
Questionnaires;
3
&
4)
Parent/Child
Activities/Parenting
Education
–
With
the
annual
completion
of
the
project
and
each
year
thereafter,
families
will
achieve
90%
of
the
parenting
and
parent/child
interaction
goals
as
listed
on
the
Family
Service
Plans;
5)
Professional
Development
–
With
the
annual
completion
of
the
project
and
each
year
thereafter,
project
staff
will
be
better
prepared
to
facilitate
instruction/activities
that
promote
child/adult/family
literacy;
and
,
6)
Collaborative
Partnerships
for
Resource
Management
-‐
With
the
annual
completion
of
the
project
and
each
year
thereafter,
collaborative
partnerships
will
be
established
and
updated
as
needed
to
expand
and
enhance
the
services
to
Migrant
Education
Even
Start
families.
The
two
migrant
education
sites,
found
in
the
rural
and
somewhat
urban
communities
of
XY,
will
be
networked
through
traditional
means
and
electronically
through
a
laptop-‐based,
email
communication
system,
an
electronic
bulletin
board
to
post
effective
practices,
and
a
web
page
to
discuss
migrant
issues
affecting
young
migrant
children
and
their
parents.
Each
site
will
offer
a
continuum
of
early
childhood
services,
from
home-‐
based
to
center-‐based,
that
will
be
linked
to
other
components
found
within
this
project.
A
variety
of
resources
for
families
and
teachers
will
be
provided
that
supports
outcome-‐based
curriculum
and
instruction
tied
to
the
Federal
initiatives
of
No
Child
Left
Behind
and
quality
performance
standards
from
the
state.
A
yearly
two-‐day
summer
institute
will
hallmark
resource
sharing
on
“lessons
learned,”
effective
practices
and
processes
resulting
from
project
implementation,
and
evaluation
focus
groups
will
collect
implementation
and
outcome
data
from
staff
and
migrant
families.
Local
community
education
resource
partners
will
support
the
project
through
networks
to
provide
English
as
a
second
language
classes,
alternative
education
and
adult
basic
education
programs
that
leads
to
the
completion
and
mastery
of
activities
and
endorsements
in
citizenship,
vocational
licenses
and
postsecondary
education.
The
Project
includes
a
strong
dissemination
component
with
documented
implementation
processes
to
serve
as
a
consortium
model
for
replication
by
other
states.
A
dissemination
toolkit
with
video
clips
on
the
project
and
other
visuals
for
promotion
and
adoption
will
be
developed
for
sharing
with
other
states
serving
migrant
st
children
and
their
parents
to
raise
their
quality
of
life
and
successfully
compete
in
the
21
century.
TABLE
OF
CONTENTS
Standard
Form
424
Budget
Forms
525
A
&
B
Budget
Justification
Part
III:
Application
Narrative
Meeting
the
Purposes
Need
for
the
Project
Quality
of
Project
Design
Quality
of
Project
Services
Quality
of
Project
Personnel
Adequacy
of
Resources
Quality
of
Project
Evaluation
Appendix
Certifications
Assurances
Letters
of
support
General
Education
Provisions
Act
Page
3
9
18
37
41
46
49
(a)
Meeting
the
Purposes
of
the
Authorizing
Statute
(5
points)
The
Assistant
Secretary
reviews
each
application
to
determine
how
well
the
project
will:
(1)
Improve
the
educational
opportunities
of
migratory
families
by
integrating
early
childhood
education,
adult
literacy
or
adult
basic
education
(including
English
language
training,
as
appropriate),
and
parenting
education
into
a
unified
family
literacy
program.
All
educational
personnel
must
work
in
concert
with
families
and
communities
to
better
prepare
students
for
success
in
school
and
later
in
the
workplace.
Our
nation's
policy
makers
of
No
Child
Left
Behind
recognized
this
important
attribute
and
made
family
involvement
in
children's
learning
and
achievement
a
critical
priority
for
further
program
development.
Additionally,
scientifically
research-‐based
data
is
irrefutable
in
its
findings
that
when
schools,
community
agencies
and
families
collaborate
to
support
learning,
children
tend
to
succeed
not
just
in
school
but
also
throughout
life.
With
this
in
mind,
FBCOI
has
designed
its
services
to
integrate
early
childhood
education,
adult
literacy,
and
parenting
education
through
professional
development
and
the
establishment
of
direct
communication,
collaboration,
and
dissemination
partnerships.
Three
underlying
principles
form
the
foundation
of
this
project
and
serve
as
the
proposal's
focus:
1)
A
comprehensive
and
unified
family
literacy
program
constructed
on
the
needs
and
strengths
of
eligible
migrant
families
with
children
from
birth
through
age
seven;
2)
Families,
educators,
and
community
members
viewed
as
valued
collaborative
partners
in
the
learning
process
and
will
receive
opportunities
through
project
efforts
to
access
high
quality
student,
parent,
and
staff
development;
and
3)
Each
family's
cultural
and
ethnic
uniqueness
will
be
recognized,
honored
and
respected
by
providing
Sample
Quality
Grant
Proposal
1
education
through
family-‐centered,
flexible,
outcomes-‐based,
and
content-‐rich
support
services.
Therefore,
project
staff
will
work
diligently
to
include
migrant
parents,
educators,
business
partners
and
community
members
in
two.
MEES
centers
from
the
distinct
empowerment
zone
of
Site
1
and
Site
2
in
continued
and
ongoing
planning,
implementation,
and
evaluation
of
this
project.
Efforts
will
provide
project
participants,
particularly
parents,
with
information
about
the
project
and
resources/materials
designed
to
involve
them
in
their
child's
education
and
to
increase
their
parenting
skills.
Outreach
home-‐based
visits
and
center-‐based
programs
focusing
on
family
literacy,
learning
advocacy,
instructional
assistance,
and
resource
support
to
eligible
Migrant
Even
Start
children
and
their
parents
will
occur.
Other
specific
project
efforts
include:
1)
providing
opportunities
for
parents
to
participate/volunteer
in
classrooms,
attend
content-‐focused
fieldtrips,
and
serve
on
the
project's
Technical
Assistance
Panel
(TAP);
2)
establishing
a
Family
Literacy
Steering
Committee
with
parents
in
leadership
positions;
3)
linking
parents
with
community
and/or
district
resources
in
adult
education
classes
including
GED,
ESL,
adult
basic
education
(ABE),
Adult
General
Education
(AGE)
and
vocational
training;
4)
maintaining
consistent
and
ongoing
communication
with
parents
about
their
child's
learning
experiences,
needs,
and
progress
through
the
coordination
with
KSTAR,
a
not-‐for-‐profit
community
organization
providing
scientifically
research-‐based
parenting
programming
and
home-‐based
services;
and,
5)
providing
activities,
discussion,
materials,
and
speakers
on
parenting
skills
and
parent/child
interaction.
FBCO1
will
utilize
activities
and
strategies,
including
those
lessons
learned
from
past
Even
Start
and
Migrant
Even
Start
projects,
to
encourage
participation
that
improves
the
Sample
Quality
Grant
Proposal
2
educational
opportunities
of
migrant
families.
Parent
meetings,
parenting
classes,
parent-‐teacher
conferences,
volunteer
room
parents,
foster
grandparents,
all-‐community
summer
picnics
with
topical
themes,
and
open
houses
serve
as
examples
of
activities
that
will
encourage
parent
involvement.
Parenting
classes
will
include
reading
to
your
child,
preparing
your
child
for
kindergarten
and
developing
home/school/community
partnerships
that
promote
student
learning
and
achievement.
A
powerful
professional
development
and
training
component
that
encourages
opportunities
for
migrant
families
and
furthers
the
integration
of
early
childhood
education,
adult
literacy,
and
parenting
education
into
a
unified
family
literacy
program
is
essential.
Project
staff
will
participate
in
training
activities
designed
to
improve
skills
for
communicating
with
project
parents
and
creating
effective
home/school/community/
business
partnerships.
Examples
of
professional
development
topics
include
effective
strategies
for
serving
MESS
families;
involving
parents
in
decision-‐making
processes;
establishing
KSTAR-‐focused
parenting
training
and
direct
services;
promoting
family
literacy
through
parents
and
children
teaming
while
utilizing
high
interest
print
materials;
making
home
visits
count;
and,
implementing
strategies
for
accessing
community
resources.
Educational
opportunities
for
migrant
families
will
feature
a
coordinated
multi-‐community
system
of
family
literacy
services
that
includes:
1)
an
outcomes-‐
based
curriculum
for
MEES
and
parenting
that
is
aligned
with
the
National
Association
for
the
Education
of
Young
Children
(NAEYC)
standards
and
ACCREDITING
AGENCY
1
;
2)
bi-‐monthly
home
visits
for
all
eligible
migrant
Even
Start
families
that
address
all
components
of
the
project;
3)
access
to
information
on
resources;
and,
4)
a
network
of
Sample
Quality
Grant
Proposal
3
locally
designed
community/business
resources
for
adult
literacy,
vocational
education,
early
childhood
education,
positive
parenting
skills
and
family
support
services.
As
a
means
of
coordinating
this
multi-‐community
system
of
family
literacy
learning
services,
the
MEES
Project
Coordinator,
project
staff
members,
the
State
and
Federal
Programs
Director
from
the
XY,
the
State
Director
for
Migrant
Education,
the
state
Department
of
Education's
Even
Start
representative,
the
Director
of
KSTAR
and
the
External
Evaluator
will
be
constantly
and
consistently
connected
electronically
through
a
system
of
email,
an
Internet
bulletin
board
system,
and
a
web
page
developed
with
project
funds.
Connections
will
also
be
established
in
a
summer
institute
held
each
year
to
share
successful
practices,
hallmark
effective
models
for
services
and
receive
professional
development
based
on
the
results
of
professional
development
needs
assessments.
Dissemination
of
effective
practices
will
be
an
exemplary
feature
of
FBCO1's
project.
[See
Quality
of
the
Project
Design
(c)(2)].
(2)
Be
implemented
through
cooperative
projects
that
build
on
existing
community
resources
to
create
a
new
range
of
services
to
migratory
families.
How
best
to
leverage
existing
resources
that
avoids
duplication
and
provides
a
unified
family
literacy
program
with
existing
community/business
resources
from
each
of
the
participating
states
is
an
absolute
priority.
The
project's
challenge
is
to
further
identify
individuals,
services
and
programs
to
support
the
project
and
it's
objectives,
contact
them
to
learn
about
their
resources
and
requirements
and
work
out
an
agreement
as
to
how
best
to
create
a
new
range
of
services
for
migrant
families
with
children
from
birth
through
age
seven.
A
value-‐added
component
of
FBCO1's
project
is
that
once
this
is
completed
in
each
of
the
two
distinct
communities,
the
communities
will
be
linked
to
share
Sample
Quality
Grant
Proposal
4
resources
that
strengthen
services
provided
at
individual
sites
that
are
aligned
with
the
mobile
family.
(3)
Promote
the
achievement
of
family
literacy
goals
(particularly
the
goals
that
address
school
readiness,
student
achievement,
adult
literacy,
and
parent
involvement
and
participation
in
their
child's
early
education)
through
research-‐based
reading
and
English-‐language
acquisition
practices
that
meet
the
diverse
needs
of
the
migrant
community
of
learners.
(4)
Assist
children
and
adults
from
migratory
families
to
achieve
challenging
State
content
standards
and
challenging
State
student
academic
achievement
standards.
The
Target
School
District
currently
implements
a
Local
Consolidated
Plan
for
Federal
and
state
programs
and
community
improvement
grants
that
address
both
local
improvement
and
community
collaborative
partnership
issues.
FBCO1
will
build
on
these
existing
efforts
to
network
educators
around
the
common
purpose
of
implementing
President
Bush's
education
initiatives
of
school
readiness
for
young
children,
improved
students
achievement
for
all
students,
the
development
of
prepared
teachers
in
this
new
millennium
to
teach
effectively
and
to
expect
outcomes
and
parental
involvement
that
will
improve
the
opportunities
of
migrant
families
through
a
unified
family
literacy
program.
As
the
structure
for
promoting
achievement
toward
meeting
the
Federal
education
initiatives
and
the
state's
content
standards,
FBCOI
a
non-‐profit,
faith
and
community-‐based
educationally
oriented
organization
in
collaboration
with
the
Target
School
District
will
serve
as
the
lead
agency
for
project
efforts.
FBCO1
will
establish
two
sites:
Site
1
and
Site
2
in
XY.
Each
site
will
implement
home-‐based
and
center-‐based
early
childhood
services
that
operate
year-‐round.
Tailored
Family
Serviced
Plans
(FSPs)
will
be
developed
that
focus
not
only
on
young
children
but
entire
families
in
becoming
literate
and
to
increase
their
language
and
literacy
proficiency,
and
educational
achievement.
Sample
Quality
Grant
Proposal
5
An
interactive
website
will
be
developed
that
includes
tutorials
on
how
local
schools
and
projects
are
meeting
these
national
priorities
and
goals
and
teacher
developed
standards-‐based
units
and
assessments,
and
professional
development.
FBCOI
will
build
on
this
communication
and
resource
network
to
promote
others
in
the
achievement
of
MEES
standards
and
to
achieve
the
U.S.
Department
of
Education's
goals
through
the
following
activities:
•
Project
staff
will
focus
on
fulfilling
the
requirements
and
initiatives
set
forth
under
No
Child
Left
Behind
and
the
state
standards
for
young
children
to
drive
the
design
of
the
project.
FBCOI
will
move
children
toward
high
academic
outcomes,
involve
parents
and
encourage
their
continued
growth
educationally
and
professionally.
FBCOI
will
provide
support
for
educators
to
improve
their
teaching
methods
with
the
goal
of
increasing
student
academic
achievement.
Project
staff
will
utilize
scientifically
research-‐based
methods
to
assist
students
and
family
members
in
the
acquisition
of
literacy
skills.
Such
methods
will
include
the
use
of
the
KSTAR's
scientifically
evidenced
based
programming
and
the
dual
language
approach
for
students
in
the
center-‐based
program
sites
and
support
native
language
and
English
language
development
during
home-‐based
programming;
•
The
initial
efforts
undertaken
by
migrant
educators
to
identify
and
access
resources
to
support
the
implementation
of
this
project
will
result
in
new
linkages
with
service
providers
with
a
common
mission
of
providing
family
literacy
programs.
Project
staff
will
form
a
Migrant
Education
Even
Start
Family
Literacy
Steering
Team.
One
of
the
responsibilities
of
the
Steering
Team
will
be
to
ensure
that
progress
is
being
achieved
toward
meeting
the
requirements
set
forth
under
the
Governmental
Sample
Quality
Grant
Proposal
6
Performance
Results
Act-‐GPRA-‐the
principles
set
forth
under
the
reauthorization
of
ESEA,
the
Federal
education
initiatives
and
the
state's
challenging
content
and
student
performance
standards.
In
addition,
project
staff
will
ensure
that
the
integration
of
early
childhood
services,
adult
education,
professional
development
and
collaborative
partnerships
will
occur.
•
The
Target
School
District
will
provide
a
DVD
version
of
goals
and
outcomes
information
to
each
of
the
two
migrant
Even
Start
sites
as
an
in-‐kind
contribution
to
the
project.
The
training
of
FBCOI's
project
staff
on
how
to
use
this
information
will
be
conducted
before
the
second
month
of
the
grant
award.
(b)
Need
for
the
Project
(15
points)
The
Assistant
Secretary
considers
the
need
for
the
proposed
project.
In
determining
the
need
of
the
proposed
project,
the
Assistant
Secretary
considers
the
following
factors:
(1)
The
magnitude
of
the
need
for
the
services
to
be
provided
or
the
activities
to
be
cared
out
by
the
proposed
project.
In
the
spring
of
2002,
historic
planning
meetings
occurred
in
the
state
to
address
significant
issue
that
exists
for
the
Target
migrant
families.
A
planning
meeting
between
the
State
Director
for
Migrant
Education,
the
local
migrant
director
from
the
existing
migrant
education
staff
and
representatives
from
KSTAR
and
other
community
representatives
was
held
to
formulate
a
MEES
program
to
deliver
high
quality,
coordinated,
integrated
services
to
migrant
families
found
in
the
high
need
areas
of
Site
I
and
Site
2.
This
was
an
unprecedented
move
to
collaborate
local
operating
agencies
to
develop
comprehensive,
coordinated
MEES
services
for
families
that
travel
from
one
community
to
the
next.
Because
migrant
families
are
mobile,
it
is
not
uncommon
for
families
to
traverse
from
one
part
of
the
city
and
community
to
another
several
times
during
each
year.
By
joining
hands
in
a
common
effort
to
develop
a
comprehensive
Sample
Quality
Grant
Proposal
7
approach
in
servicing
two
distinct
"stop-‐over
sites,"
families
can
be
mobile,
and
yet,
access
similar
supports
found
in
different
parts
of
this
broad
community.
During
this
meeting,
the
planning
committee
members
were
provided
with
the
Migrant
Education
Even
Start
(MEES)
application
package.
Time
was
set
aside
for
questions
and
answers,
discussion
of
local
needs
and
resources,
and
decision-‐making
about
designing
the
best
possible
MEES
model.
The
planning
committee
identified
needs
and
resources
as
well
as
designed
a
proposal
that
would
improve
both
adult
literacy
and
parenting
skills
as
a
means
to
increase
student
academic
achievement.
Migrant
education
staff
also
provided
a
preliminary
sketch
of
needs
and
worked
closely
with
local
service
providers,
schools,
and
migrant
education
program
staff
to
conduct
an
in-‐depth
planning
profile.
Preliminary
findings
were
later
corroborated
with
conclusive
data
methodically
collected
by
MEP
staff.
The
following
trends
emerged
from
the
planning
profile:
•
a
need
exists
for
early
childhood
education-‐-‐especially
home-‐based
and
center-‐
based
services
to
children
from
birth
to
age
three
in
areas
of
language
development,
physical,
social
and
cognitive
development,
and
education
and
support
services
to
pre-‐kindergarten-‐aged
children
who
do
not
qualify
for
or
cannot
access
Head
Start
services.
•
a
need
exists
to
increase
adult
literacy
in
the
areas
of
alternative
education
services,
English
as
a
second
language
(ESL),
General
Equivalency
Diploma
(GED)
preparation,
adult
basic
education,
citizenship
and
naturalization
classes,
technology
skills
and
additional
adult
literacy
materials
in
both
English
and
Spanish
implemented
by
both
traditional
and
non-‐traditional
means;
Sample
Quality
Grant
Proposal
8
•
a
need
exists
to
increase
parenting
skills
that
foster
positive
methods
of
discipline
and
parenting,
assists
parents
to
work
closely
with
their
neighborhood
school
to
facilitate
their
child's
learning,
improves
home/school/community
partnerships,
increases
time
for
parents
and
children
to
read
together,
improves
communication
skills
and
English
language
proficiency
and
increases
self
esteem;
•
a
need
exists
to
create
child/parent-‐centered
activities
to
include
the
use
of
alternative
and
appropriate
student
assessments
that
determine
educational
needs,
provides
time
for
parents
and
children
to
interact
together,
and
supports
the
acquisition
of
developmentally
appropriate
educational
materials
in
English
and
Spanish;
and,
•
a
need
exists
for
professional
development
to
meet
the
needs
of
migrant
Even
Start
families
through
training
activities,
workshops
on
adult
literacy,
parenting
skills,
parent/child
interactions,
early
childhood
education,
and
collaborative
partnerships.
Professional
development
needs
identified
included
providing
an
evidenced-‐based
child
and
parent
center
program
that
would
increase
literacy
and
language
development
(i.e.
KSTAR),
identifying
technology-‐based
resources,
and
utilizing
effective
methodologies
and
strategies.
Staff
indicated
a
need
for
the
Migrant
Education
Program
(MEP)
staff
to
share
their
knowledge,
experiences,
expertise,
and
successful
strategies
for
providing
early
childhood
education
and
adult
literacy
services.
Furthermore,
the
planning
team
emphasized
the
need
to
form
collaborative
partnerships
in
order
to:
1)
strengthen
coordination
efforts
with
Head
Start,
other
Title
I
Even
Start
and
school
projects,
and
other
MEES
projects
operating
within
the
state;
2)
Sample
Quality
Grant
Proposal
9
utilize
"lessons
learned"
from
other
migrant/general
educators
and
apply
these
effective
strategies
to
promote
family
literacy
and
learning;
3)
access
waiting
lists
and
referrals
from
other
preschool
service
providers
to
identify
families
with
children
from
birth
to
age
four
since
current
Migrant
Education
identification
and
recruitment
efforts
in
the
state
focus
primarily
on
families
with
school-‐age
children;
4)
work
collaboratively
to
avoid
duplication
and
maximize
resources
to
maintain
the
effective
practices
once
federal
supports
are
no
longer
available;
and,
5)
establish
connections
to
help
families
meet
immediate
needs
to
include
transportation,
job
placement
referrals
and
human
resources.
The
planning
committee
indicated
that
no
comprehensive,
coordinated
services
exist
to
meet
the
identified
needs
of
families
with
children
from
birth
to
age
three.
Exhibit
1
depicts
the
number
of
eligible
migrant
children
from
each
site
in
the
state
from
ages
0-‐7
years
(identified
between
February
and
May
2002)
as
being
educationally
disadvantaged
and
in
need
of
FBCO
I's
project
services.
Exhibit
1:
Students
Ages
0=7
Identified
As
Being
In
Need
of
MEES
Services
Migrant
Students
In
Need
Of
MEES
Services
By
Each
Local
Site
Migrant
Program
0
-‐
1
2
3
4
5
6
7
total
Site
1
Academy
for
Children
15
19
55
48
66
63
54
320
Site
2
Academy
for
Children
37
67
85
112
112
82
108
603
Exhibit
1
indicates
that
over
920
migrant
children
are
identified
as
being
in
need
of
services.
In
order
to
determine
the
extent
to
which
the
identified
children
are
currently
being
served
through
other
existing
programs
such
as
Head
Start,
Title
I
Even
Start
and
community-‐based
organizations,
staff
from
the
Migrant
Education
Program
contacted
Sample
Quality
Grant
Proposal
10
families
and
service
providers,
reviewed
assessment
and
referral
results,
and
conducted
records
reviews.
Exhibit
2
reveals
that
while
923
children
are
identified
as
being
eligible
to
be
served,
only
4%
of
the
children
from
birth
to
age
three
currently
are
actually
receiving
services.
Exhibit
2:
Total
Number
of
Students
Ages
0
–
7
Receiving
Services
Migrant
Students
In
Need
Of
MEES
Services
By
Each
Local
Site
Migrant
Program
0
-‐
1
2
3
4
5
6
7
total
Site
1
Academy
for
Children
0
0
7
11
8
0
0
26
Site
2
Academy
for
Children
0
0
9
8
9
0
0
10
While
significant
needs
exist
among
very
young
children
(ages
0-‐7
years),
other
needs
related
to
poor
housing,
poverty,
lack
of
English
language
proficiency,
and
illiteracy
among
adults
were
identified.
Specifically
the
following
prioritized
concerns
were
cited:
•
needs
due
to
poor
housing
-‐
The
lack
of
affordable
and
adequate
housing
is
especially
acute
among
Hispanic
migrant
farm
workers
in
this
part
of
the
state.
This
concern
is
further
accounted
for
in
a
January
2002
publication
entitled
A
Report
by
the
Council
of
Economic
Advisers:
Educational
Attainment
and
Success
in
the
New
Economy:
An
Analysis
of
Challenges
for
Improving
Hispanic
Students'
Achievement.
The
report
states,
"The
importance
of
improving
educational
outcomes
for
Hispanics
is
underscored
by
the
increasing
value
of
education
in
the
labor
[housing]
market...
a
Hispanic
college
graduate
earns
68%
more
than
a
Hispanic
male
with
Sample
Quality
Grant
Proposal
11
no
high
school
education,
an
earnings
premium
that
has
increased
to
149%
today";
•
needs
due
to
poverty
-‐
Target
School
District
shows
that
nearly
73.7%
low-‐
income
families
(based
on
Free
and
Reduced
Public
Lunch
counts)
live
below
the
poverty
level.
The
percentage
statewide
is
roughly
12%
while
among
migrant
farm
worker
families;
the
rate
is
over
82.5%
(Source
1,
2002).
•
needs
due
to
lack
of
English
proficiency
More
than
85%
of
the
state's
migrant
students
are
also
limited
in
English
proficiency
(Source
2,
2002).
Furthermore,
the
state
has
been
experiencing
a
sharp
increase
in
the
number
of
migrant
students
from
multiple
countries,
each
with
their
own
unique
cultures
and
histories.
•
needs
due
to
illiteracy
among
adults
-‐
While
the
Target
School
District
completion
rates
are
around
75%
(Source
1
September
2002),
the
average
completion
rates
for
migrant
students
in
the
state
is
less
than
64%
(Source
3
Survey,
2002).
The
state's
Department
of
Social
and
Rehabilitation
Services
indicates
that
over
87%
of
indigent
recipients
have
less
than
a
10`h
grade
education
level
and
are
deficient
in
reading
and
math
skills
where
they
perform
at
the
4t'
grade
level.
These
figures
are
comparable
to
the
graduation
rates
of
the
Targeted
demographic
group
(TDG)
nationally.
That
is,
the
high
school
completion
rate
among
all
young
TDG
adults
is
only
63
percent
compared
with
88
percent
for
other
American
demographic
groups.
The
proportion
of
the
Targeted
group
who
graduate
from
four
year
colleges
is
less
than
half
that
of
this
demographic
group
(A
Report
by
the
Council
of
Economic
Advisers,
June
2000).
Sample
Quality
Grant
Proposal
12
(2)
The
extent
to
which
the
proposed
project
,%-‐M
l
focus
on
serving
or
otherwise
addressing
the
need
of
disadvantaged
individuals
(i_e.,
eligible
migratory
agricultural
or
Fishing
families).
Statistics
show
that
only
about
2.5%
of
migrant
children
in
the
state
from
birth
to
age
three
receive
services,
demonstrating
that
a
strategic
gap
exists
between
the
"have
and
the
have
nots."
This
gap,
coupled
with
the
other
needs
identified
across
the
state
for
coordinated
services
in
adult
literacy,
support
services,
and
parenting
education,
call
for
an
effective
integrated
program
that
includes
direct
services,
professional
development
and
collaboration
among
local
service
providers.
After
reviewing
the
data
emerging
from
the
Target
population's
needs
assessment,
the
planning
committee
members
unanimously
agreed
on
the
focus
of
the
MEES
FBCOI's
mission
statement:
"To
develop
a
community
of
support
and
services
that
benefits
young
migrant
children
and
family
members
resulting
in
increased
literacy
and
learning
through
shared
resources,
face-‐to-‐face
and
technology-‐based
communications,
collaborations,
and
professional
development
and
networking
with
community
agencies.
"
FBCO1's
project
is
clearly
designed
to
serve
the
needs
of
the
most
disadvantaged
individuals
in
the
empowerment
zone;
that
is,
impoverished,
mobile
migrant
children
and
their
families
with
significant
literacy
needs.
As
discussed
in
the
previous
section
entitled
Need
for
the
Project
(b)(i),
this
project
will
serve
eligible
migrant
children
from
birth
through
age
seven
and
their
parents
in
two
sites
who:
1)
come
from
low
income
and
disadvantaged
families;
are
eligible
for
free
and
reduced
public
lunches;
3)
are
2)
limited
in
English
proficiency;
4)
are
highly
mobile;
5)
have
not
completed
high
school
Sample
Quality
Grant
Proposal
13
or
its
equivalent;
6)
have
low
literacy
skills;
and
7)
whose
housing
is
inadequate
and/or
disproportionate
to
their
incomes.
The
needs
of
this
population
will
be
addressed
through
a
family-‐centered
continuum
of
services
focusing
on
individual
needs
as
articulated
in
a
Family
Service
Plan
(FSP)
(see
Appendix
A
for
a
FSP
form).
By
working
individually
with
each
family
member
to
develop
services,
FBCO1
acknowledges
that
one
size-‐
does-‐not-‐fit-‐all."
However,
in
designing
services
unique
to
each
migrant
family,
support
structures
must
be
in
place
to
organize
and
coordinate
supports
that
includes
time
spent
on
connecting
families
with
new
services
and
existing
local
and
state
resources.
FBCOI
will
serve
as
the
connecting
avenue
between
each
of
the
two
project
sites,
the
Department
of
Education
and
local/state/regional
resource
agencies
and
personnel
as
described
in
the
next
section.
(3)
The
extent
to
which
specific
gaps
or
weaknesses
in
services,
infrastructure,
or
opportunities
have
been
identified
and
will
be
addressed
by
the
proposed
project,
including
the
nature
and
magnitude
of
those
gaps
or
weaknesses.
The
project
is
designed
specifically
based
on
identified
needs
and
the
extensive
planning
that
occurred
in
spring
2002
-‐
to
bridge
gaps
in_
1)
services
by
offering
integrated
and
coordinated
year
round
home-‐based
and
center-‐based
services
to
children
from
birth
through
age
seven
but
with
a
primary
emphasis
on
migrant
parents
and
their
children
from
birth
to
age
three
who
have
been
identified
as
having
the
greatest
educational,
literacy
and
social
needs.
Highly
effective
and
scientifically
research-‐based
curriculum
and
assessments,
along
with
high
quality
support
materials,
will
be
a
key
feature
of
the
service
delivery;
2)
structures
to
link
migrant
educators
via
technology,
face-‐to-‐face
contact/direct
services
and
resource
sharing;
and,
3)
opportunities
for
learner-‐
centered
and
family-‐centered
instruction,
services,
and
resources
that
emphasize
Sample
Quality
Grant
Proposal
14
goal
setting
and
self-‐monitoring
of
individualized
Family
Service
Plans
(FSPs)
in
collaboration
with
peer
and
migrant
education
staff.
The
gaps
in
services
existing
for
early
childhood
development
for
the
children
and
their
parents
will
be
bridged
through
a
MEES
project
that
leverages
resources
through:
•
the
establishment/implementation
of
KSTAR's
home-‐based
visitor
education
program
for
families
with
children
from
birth
through
age
three;
•
the
development
and
implementation
of
two
home-‐based
and
center-‐based
early
childhood
education
centers
that
utilize
sound
beliefs
of
learning
that
are
grounded
upon
scientifically
research-‐based
principles;
•
networking
two
migrant
education
local
operating
sites
through
a
laptop-‐based
e-‐mail
bulletin
board
communication
system
and
web
page
designed
to
foster
discussion
about
migrant
issues
affecting
young
children
and
their
parents;
ensuring
access
to
educational
opportunities,
evaluation
of
project
implementation
and
outcomes,
resources
for
families
and
teachers,
curriculum
and
instruction;
sharing
effective
strategies
for
identification
and
recruitment
of
families;
and,
promoting
strong
home/school/community
partnerships;
•
a
network
of
support
services
for
parents
(including
teenage
parents
and
children)
at
both
sites
such
as
parent
information
nights,
parent-‐child
playgroups,
developmental
screens,
toy
lending
libraries,
book
and
media
lending
Libraries,
and
"kindergarten
transition
bridges;"
•
an
annual
two-‐day
professional
development
and
resource
sharing
institute
where
the
two
local
MEES
projects
"showcase'
effective
practices
and
processes,
participate
in
focus
groups
on
gaps
or
weaknesses
in
services,
infrastructure,
and
opportunities,
and
Sample
Quality
Grant
Proposal
15
discuss
ways
to
overcome
barriers
to
the
effective
delivery
of
services
to
Migrant
Education
Even
Start
families
in
the
Target
area;
•
a
system
for
contacting,
contracting,
and
referring
MEES
parents
in
two
distinct
communities
to
local
adult
literacy
service
providers
for
adult
basis
education
(ABE),
adult
general
education
(AGE),
general
equivalency
diploma
(GED),
and
English
As
A
Second
Language
(ESL)
based
on
individual
Family
Service
Plans
(FSPs)
developed
collaboratively
by
parents
and
project
staff;
•
a
partnership
with
Dr.
G,
a
nationally
renowned
earlier
childhood
educator
and
trainer.
She
will
conduct
professional
development
workshops
for
project
staff
and
community
members
that
will
enhance
the
curriculum
and
provide
strategies
for
children
exposed
to
stress
and
violence
at
young
ages;
and,
•
a
system
for
the
identification/recruitment
and
access
of
community
resources
to
meetfamily
needs.
In
preparation
for
implementation
of
this
project,
the
two
sites
have
developed
a
preliminary
list
of
potential
local
Even
Start
collaborators
at
each
site.
This
list
will
be
further
developed
and
contacts
completed
upon
award
of
the
grant.
Examples
of
identified
collaborators
include
mental
health
programs,
universities
and
community
colleges,
libraries,
immigrant/refugee
agencies,
social
service
agencies
Head
Start,
Title
I
and
migrant
education
programs,
hospitals
and
health
care
centers,
daycare
centers
and
preschools,
Child
Net,
and
Workforce
Investment
Act
programs.
(c)
Quality
of
the
Project
Design
(20
points)
(1)
The
extent
of
to
which
the
design
of
the
proposed
project
is
appropriate
to,
and
will
successfully
address,
the
needs
of
the
Target
population
or
other
identified
needs.
Sample
Quality
Grant
Proposal
16
FBCO1
responds
to
the
family
support
and
educational
literacy/learning
needs
assessed
in
Section
(b)
Need
for
Project
stemming
from
poverty,
lack
of
English
proficiency,
lack
of
instructional
services,
expensive
but
inadequate/inappropriate
housing
and
illiteracy
among
migrant
adults.
The
project's
purpose
is
to
respond
to
those
needs
and
support
parents
as
the
first
and
foremost
educators
to
their
children.
This
will
be
accomplished
through
the
provisions
of
parenting
education
programming,
implementing
developmentally
appropriate
outcomes-‐based
NAEYE
early
childhood
education
services
and
curriculum,
conducting
resource
identification,
conducting
professional
development,
and
collaborating
with
others
to
support
adult
literacy/learning.
These
areas
are
featured
prominently
in
the
project's
design
and
serve
as
the
basis
in
developing
the
objectives
and
activities
for
this
proposal.
The
project
planners
designed
this
model
using
proven
instructional
practices,
innovative
technology,
effective
and
appropriate
curriculum
Targeted
to
individual
needs,
and
flexible
scheduling
to
adhere
to
family
schedules
in
both
home
and
center-‐based
settings.
The
project's
objectives
are
responsive
to
the
high
mobility
of
migrant
families
and
the
alarming
needs
identified
in
the
previous
section.
The
following
objectives
address
the
needs
through
seven
MEES
project
priorities:
1)
adult
literacy/education;
early
childhood
education;
3)
parenting
education;
2)
4)
parent/child
activities;
professional
development
opportunities
that
will
promote
5)
effective
literacy
instruction;
6)
collaborative
partnership
building;
and
7)
dissemination
of
effective
practices,
processes
and
products
that
will
be
described
in
Section
(c)(3).
Sample
Quality
Grant
Proposal
17
OBJECTIVE
1:
Adult
Literacy/Education
With
the
annual
completion
of
the
project
and
each
year
thereafter,
family
members
particularly
parents
will
make
one
year's
progress
toward
meeting
the
FSP
literacy
goals
developed
jointly
by
each
family
and
project
staff
Significant
progress
will
be
assessed
by
pre
post
measures
on
such
measures
as
the
Test
of
Adult
Basic
Education
(TABE),
average
or
above
scores
on
axiom-‐based
surveys,
attitude
questionnaires
and
performance
samples.
Activities:
During
an
initial
data
gathering
and
identification
and
assessment
(ID&R)
home
visit,
parents
and
project
staff
home
visitors
will
complete
Certificates
of
Eligibility
(COEs).
For
eligible
families,
home
visitors
and
parents
will
jointly
develop
a
tailored
Family
Service
Plan
(FSP).
Parents
will
consider
personal
literacy
goals,
(i.e.
attainment
of
a
high
school
diploma/GED,
completion
of
courses
in
ESL)
and
a
draft
plan
will
be
generated
and
resources
identified
to
assist
with
implementation.
Parents
will
receive
support
in
literacy/learning
that
is
provided
by
project
staff
and
based
on
their
individual
needs.
Therefore,
local
MEES
staff
will
serve
as
the
parent's
adult
literacy
coach
by:
1)
providing
instruction
during
bi-‐monthly
home
visits
and
during
center-‐based
MEES
events;
2)
sharing
resources
and
literacy
materials;
3)
connecting
parents
with
others
who
have
similar
literacy
needs
to
serve
as
a
study
group/support
system;
4)
connecting
parent
with
community-‐
based
classes
and
courses
of
study,
identifying
and
monitoring
progress
by
conducting
informal
assessments;
and,
5)
maintaining
anecdotal
records
and
conducting
pre-‐post
achievement
tests.
The
tailored
FSPs
will
be
updated
after
each
visit
where
expected
products
and
outcomes
include:
1)
the
acquisition
of
specific
literacy
skills;
2)
the
accomplishment
of
individual
learning
goals;
3)
improved
quality
of
life
through
positive
attitude
changes
about
the
value
of
Sample
Quality
Grant
Proposal
18
education;
4)
the
acquisition
of
endorsements
or
certificates
of
mastery,
diplomas,
citizenship,
drivers
license,
high
school
or
GED,
and
vocational
licenses;
and,
5)
increased
employability
and
the
attainment
of
employment
and
career
goals.
OBJECTIVE
2:
Early
Childhood
Education
With
the
annual
completion
of
the
project
and
each
year
thereafter,
MEES
children
will
make
one
year's
progress
toward
learning/literacy
goals
as
identified
in
the
FSP
based
on
pre
post
measures
based
upon
such
testing
through
the
Ages
and
Stages
Questionnaires:
A
Parent-‐Completed
Child-‐
Monitoring
system,
developmental
checklists
and
satisfactory
achievement
on
rubric-‐scored
performance
samples.
Activities:
During
an
initial
data
gathering,
identification
and
assessment
(ID&R)
home
