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5.1 Project Summary: The Boys & Girls Club of North Central Florida’s (BGCNCFL) 21st CCLC program is bridging the gap in 21st CCLC services in Taylor County with two sites: Club 221 and Club 202. Club 221 is a K-12 site serving 40 students in the rural area of Shady Grove. Club 202 is a teen site serving 40 students grades 6-12. The program focuses on academics through Project Based Activities while offering additional programs, such as drug and violence prevention, theatre, gardening, entrepreneurial, culinary, technology, and recreation programs. All programs are designed to reinforce and complement the regular academic program of students. The target schools are: Perry Primary (K-2); Taylor County Elementary School TCES (3-5); Taylor County Middle School TCMS (6-8); and Taylor County High School TCHS (9-12). The goals of Club 21 are to (1) To measurably improve students’ mastery of academic performance. (2) To measurably improve students’ positive behavior and healthy lifestyle choices. (3) To strengthen families through increased parental participation in their child’s academic and social success.5.2 Needs Assessment: The 21st CCLC community needs assessment was conducted utilizing a tool developed by University of Kansas to develop a community needs assessment titled, “Assessing Community Needs and Resources”. Community needs and goals were identified through both quantitative and qualitative data collection methods and a parent and stakeholder’s survey. Private schools were included in the stakeholder’s surveys. The survey and interview results yielded that a major community concern is for the educational wellbeing of our youth. The survey in Shady Grove concluded that dozens of youths wait at the bus stop, a convenient store, for hours before their parents get off work. The survey concluded that lack of supervision is a major concern. Other identified concerns were truancy and drug abuse. Many stakeholders commented that many parents/guardians do not model healthy lifestyle choices and that youth need influence outside of their family circles. The community goals are (1) provide Taylor County’s youth with educational support that will assist them in achieving educational success; (2) Provide supervision with reliable prevention programs that will build our youth’s resiliency skills. The Florida Department of Health (FDOH), Bureau of Vital Statistics indicates 2012 Profile revealed that 17.4% of middle school youth in Taylor County used alcohol in the last 30 days and the high school rate for is 37%. The 2014 Florida Substance Abuse survey asked high school drinkers their usual drinking location and 47.7% indicated their home. The 2014 Florida Substance Abuse survey demonstrated the percentage of Taylor County youths having used various drug use in their lifetimes compared to the state. Synthetic Marijuana 11.1% compared to 8.8% for the state. Taylor County reported 7.6% used inhalants compared to 6.5% for the state. Methamphetamine indicated 1.4% compared to the 1% state average. Cocaine or crack cocaine was 3.9% compared to the 1.9% state average. Identified risk: Substance Abuse According to the 2014 Florida Substance Abuse survey the youth in Taylor County that reported engaging in delinquent behavior within the past 12 months is alarming. 14.9% of youths ages 10-17 reported carrying a handgun. 9.8% of Taylor County youths reported attacking someone with the intent to harm. Identified risk: Violent Behavior The FDOH, Bureau of Vital Statistics indicates 2014 Profile revealed 25.6% of the population are 25 years and older with no High School Diploma. The FDOH, Bureau of Vital Statistics indicates 2012-14 Profile shows for every 1,000 K-12 Taylor youths 154.8 revealed out of school suspension. The FDOH, Bureau of Vital Statistics 2014 Profile shows 23.7% of K-12 students miss 21 or more days in a school year compared to the 9.6% state average. Florida Department of Education, Education Information and Accountability Services show that 15.5% of Taylor County students have an identified disability. Florida Department of Education, Education Information and Accountability Services presented the 5-year graduation rate for Taylor County’s is 63.5%. The 5-year graduation rate shows the number of students with a standard high school diploma within five years of initial entry into ninth grade. The graduation rate of various subsets of the population was identified, such as, 51.6% of economically disadvantaged, 27.3% of disabled youth, 39.6% of “at risk” youths graduate within five years. Identified risk: Drop Out RiskThe TCSD receives Title X McKinney-Vento Assistance Act Homeless Education funding due to the high number of students that are identified as homeless. Identified risk: Homeless. The US Census Bureau has 42% of Taylor County residents below 200% of poverty level. Identified risk: Poverty. The 21CCLC Program’s focus is on enhancing academic success; however, academic success increases the likelihood of escaping poverty, especially generational poverty. Researchers at Johns Hopkins University concluded that two-thirds of the achievement gap between lower- and higher-income youth results from unequal access to summer learning opportunities. (American Sociological Review, Vol. 72, April 2007). Researchers found that as little as 45 minutes of academic instruction during afterschool, using specially created materials, resulted in a statistically significant increase in students’ math scores. (MDRC and the William T. Grant Foundation, 2008). Early childhood education expert, James Heckman, concluded that a complement to early education and participation in afterschool programs reduces initiating drug use among youth by nearly 50 percent and also reduces the likelihood of skipping school by half. (Investing in Our Young People, University of Chicago, 2006). A meta-analysis of 73 afterschool evaluations concluded that programs employing evidence-based approaches to improving students' personal and social skills were consistently successful in producing multiple benefits for youth including improvements in children's personal, social and academic skills, as well as their self- esteem. (University of Illinois at Chicago, Collaborative for Academic, Social, and Emotional Learning, 2007). 5.3 Program EvaluationIndependent Evaluator Identification and Qualifications: Identification of an independent evaluator took place through research and recommendations. Consideration was focused on important evaluation items that were relevant to the 21st CCLC program and that also met the 21st CCLC RFP requirements. The required qualifications for the evaluator included 21st CCLC grant evaluation experience, positive client testimonials, capacity to develop and carry out detailed evaluation plans with timelines, personnel availability, report writing experience and data collection storage capacity. D & C Education Company, LLC dba EduMatrix is a highly recommended and experienced company in 21st CCLC program evaluation and has been identified to serve as the independent evaluator for this project. EduMatrix specializes in 21st CCLC grant evaluation specifically, and currently evaluates other 21st CCLC programs in the state of Florida. The Lead Grant Evaluator for EduMatrix, Crystal Taylor, M.B.A., Ed.S., will lead the evaluation efforts for this project and will also be the point of contact for the program. Other members of the EduMatrix evaluation team will assist in providing the services detailed in the evaluation plan including Grant Evaluation Specialists and Data Analysis team members. The EduMatrix evaluation team have a combined total of over 30 years of relevant experience which makes them highly qualified to perform the 21st CCLC evaluation duties. Evaluation Activities and Timeline: Conducting evaluation activities in a systematic way using a timeline will help to inform the program and stakeholders about the program progress being made toward meeting grant goals and objectives throughout the year in a timely manner. These activities include data collection, data analysis, and reporting. Evaluation Activity #1 - Data Collection: Data collection in a way that does not interfere with program activities. Evaluation activities are discussed and coordinated with the Program Director to ensure that they are delivered in a non-intrusive way. Each evaluation activity is coordinated with program stakeholders to increase effectiveness and minimize distraction. The following will be collected or conducted by the evaluator for analysis in September 2016 (baseline data), January 2017 (mid-year data) and May 2017 (end-of-year data): Program student data (quantitative) including demographics, enrollment, attendance, participation, assessment scores, report card grades and other relevant data; Program documents (qualitative and quantitative) including student files, assessments, data collection tools, meeting minutes and scoring rubrics; Interviews (qualitative) with the Program Director, Site Coordinators, Teachers and Program Staff; Program observations and site visits (qualitative) including evaluator field notes from site visits, assessing student and staff performance, special events/showcases, and PBL projects.Stakeholder surveys (qualitative) completed by an adult family member of the student, school day teachers of students, and students participating in the program will be collected in May 2017 by the evaluator for analysis. Evaluation Activity #2 and #3 – Data Analysis and Reporting: EduMatrix will analyze all of the data collected by both the evaluator and the program to create a comprehensive analysis that details a variety of sources. Baseline data will be analyzed in September 2016 and December 2016 for completeness and level of student performance. The results of both baseline data analyses will be provided to the program so that they know which areas to target and focus on. Mid-year data will be analyzed in January 2017. The results of this data will be included in the Mid-Year Data Report and will show whether the students have made gains between the baseline and mid-year time points for each grant objective. The Evaluator will meet with the Program Director to discuss the results of the Mid-Year Data Report and will note any changes needed in the areas of data collection and programming. These changes, if any, will be included in the Formative Summary Evaluation Report that EduMatrix will complete in March 2017 on behalf of the program. End-of-year data will be analyzed in June 2017 and those results will be reflected in the Summative Evaluation Report that will be completed in July 2017. This report will reflect the program’s overall annual performance, recommendations for program improvement, and reporting outcomes. Processes for Accurate Data Collection, Maintenance and Reporting: EduMatrix will meet with the Program Director to discuss what data will need to be collected that aligns with the grant objectives, as well as how the data will be collected and who will be collecting it. There will be a student testing schedule, parent survey schedule, report card grade collection schedule and a data entry schedule created so that the program stays on track with data collection, entry and maintenance. EduMatrix will create internal deadlines for the program so that they will have the correct data prepared for each reporting time point. Accurate data collection will be verified by the evaluator by comparing the grant objectives to the data that was collected, as well as using the data collection tools (assessments and/or surveys) as a guide when analyzing the data. If any discrepancies are found, the evaluator will immediately contact the Program Director with data reliability concerns. Examination of Program Impact: The evaluation design will allow for the measurement of progress made towards meeting each grant objective as described above. The measurement tools that will be used to evaluate program impact include program participant data, analysis of student English Language Arts, Math and Science assessment data and report card grades, program observations, and the analysis of lesson plans and program schedules. Interviews with program staff, analysis of student data and grades related to College and Career Readiness, Dropout Prevention (if needed), personal enrichment data, review of the curriculum used, and adult family member participant and performance data will also be used as program impact measurement tools. These tools will help to answer specific program impact questions that will be answered through data analysis including the following: (1) Did the program efforts to address each core subject area result in positive outcomes for program participants? (2) Did the program efforts to address College and Career Readiness, Dropout Prevention (if needed) and personal enrichment activities result in positive outcomes for program participants? (3) Did the program efforts to address project-based learning and supplementing the school day curriculum in innovative ways result in positive outcomes for program participants? (4) Did the program efforts to address adult family members result in positive outcomes for those family members that participated? Using the aforementioned measurement tools to answer these program impact questions through evaluation will help stakeholders to understand whether the program had any substantial impact in a variety of areas. Use of Evaluation Results & Sharing Results with Community: Using evaluation data results and sharing those results to help improve the program and its impact is an important part of the evaluation plan. A true learning community can be fostered through data sharing for the purposes of student and adult family member achievement and improvement. Evaluation results will be shared at each Advisory Board meeting, monthly staff meetings, program leadership meetings, adult family member workshops and events, and with the Principals of each target school at least two times during the grant year. Data results, program operations and evaluator recommendations for program improvement will be covered in these meetings so that the community is well aware of program performance and student-level performance of the 21st CCLC program. Feedback based on evaluation data is highly encouraged from the community and stakeholders so that the program can learn more about what is needed in the community and assist in developing other ways to help the students improve academically and socially throughout the year.5.4 Experience and CapacityProgram Administration and Fiscal Management:Effective implementation of the 21st CCLC program will be overseen and monitored by the strong leadership team of the BGCNCFL. During our 25-year tenure, the BGCNCFL has managed numerous grants and has never been disbarred for mismanagement. The BGCNCFL are effective in program implementation and grant management. Extensive experience has been gained in effective 21st CCLC program implementation and grant management over the past 12 years. The management team has experience with fiscal management, curriculum development, professional development, data collection and analysis, and monitoring program effectiveness. We currently manage the Taylor County School District 21st CCLC program. The 21st CCLC grant managed by BGCNCFL serves 170 youths a day with outstanding success. The data for the summative evaluation showed that 67% of regularly participating youths scored satisfactory in ELA, 77% in math and 73% in science. The BGCNCFL also manages grants through the Office Justice Programs, United States Department of Agriculture, Child Care Food Program through the Florida Department of Health, Project Learn through the Florida Department of Education, and (2) Department of Juvenile Justice grants. The BGCNCFL’s independent audits demonstrate our financial integrity and strong grant compliance. The Board of Directors of the BGCNCFL understands the importance of financial oversight and demands transparency and internal controls that ensure the integrity of strong financial oversight. As a financial control, the Board Treasurer and President are the only two individuals that may sign checks. The Executive Director oversees the finances; therefore, as a quality control measure, the Executive Director does not have check signing authority to ensure degrees of separation in financial oversight. Please see the attachment F for more details.Quality control policies and procedures are in place to ensure deficiencies are identified and corrective responses are implemented. All financial policies require a two party check and strong degrees of separation. All data requires a two party check to prevent error. Evaluation results are utilized to make program changes to optimize program results. The 21st CCLC Executive Director is a graduate of Saint Joseph’s College of Maine with a Bachelor of Science in Human Services and a certified Department of Children and Families Child Care Director. Previously, she was coordinator of a multi-agency federal grant that required four agencies to work in tandem to successfully achieve grant’s goals. Through partnerships and collaboration, all deliverables were successfully completed. She was owner and manager of 40 Jet LLC that provided jet fuel at the county airport and it was the product of a public private partnership that required a private investment to provide jet fuel to the public. She was in public office and was elected Mayor of the City of Perry from 2005-12. She has been Executive Director of BGCNCFL since 2012 and has successfully overseen all areas of grant implementation and oversight. The Project Director is an Elementary Education graduate of Florida Agricultural and Mechanical University. After her teaching career, she became a 21CCLC Site Supervisor where she gained experience implementing a 21CCLC program. She is the BGCNCFL Director of Operations and the Curriculum Coordinator because of her proven leadership and ability to adapt curriculum to meet the educational needs of the students. The Project Director creates all the lesson plans employing the curriculum maps from the TCSD. Program Implementation:Once a month there is a management meeting to discuss grant programming. This meeting consists of the Executive Director, the Program Director, and the Site Coordinator. This meeting entails discussion on grant deliverables, meeting grant objectives, program review, grant budgets, and best practices. This is a quality control measure that often results in program changes to ensure optimal results. The BGCNCFL realizes that communication is key in effective grant implementation. The Site Coordinator and Program Director are in constant contact with the teachers and paraprofessionals to ensure that they have all necessary materials and support to meet the programs goals and objectives. Program Evaluation:The BGCNCFL recognizes the importance of program data integrity; therefore, the external evaluator sets a data collection plan that is followed with fidelity. The BGCNCFL implements our data collection plan and provides adequate staff to ensure that all data is collected. For example, baseline data is due by October 1st, so additional staff will be assigned to run the groups while the baseline data is being collected by our certified teachers. The student data is provided to the Program Director and she enters it onto a spreadsheet provided by the External Evaluator. After base, mid, and end of year data is collected, the management team discusses the results at the monthly management meeting to see if any program changes should be made. For example, the midyear data showed little improvement with physical fitness scores so a daily 15-minute exercise routine was implemented.5.5 Partnerships, Collaboration, & Sustainability5.5.a Community Notice: The community was notified of the BGCNCFL’s intention to submit an application by several public notice means. A community notice was posted at the at Perry City Hall community board. Notice was posted on The BGCNCFL Facebook page and website. A letter was sent home to all parents to inform them about the community meeting and potential 21st CCLC program. Outreach efforts were made with local churches to inform families. The BGCNCFL had a community meeting on February 12, 2016 to ask for community input for the grant application. Any person that wishes to view the application (after submission) may have received an electronic copy via email and it will be available on our 21st CCLC website. The BGCNCFL houses a web domain at . The Boys & Girls Club of America has a contract with EZ Site Launch. This program allows clubs to manage websites and change and add website information with a program that is user friendly. This tool enables us to create a 21CCLC webpage in a matter of hours with program and site information, information about the organization and any events or services and site updates are instantaneous. The site will be updated monthly by the Program Manager.5.5.b Partnerships: The Taylor County School District (TCSD) and BGCNCFL have a professional letter of agreement to collaborate and provide a quality 21st CCLC afterschool program. The TCSD will provide transportation, curriculum mapping, and school data. Taylor County has two active private schools; Point of Grace and Next Generation Christian Academy. Both schools participated in the community needs assessment. The private schools will be invited to participate in the 21st CCLC Advisory Board and their teachers will have the opportunity to take advantage of our professional development opportunities. All private school students are welcome into our 21st CCLC program. Our community partnerships are imperative for the sustainability of our overall program. We utilize every opportunity to engage our donors and partners. All in kind donations are documented with an in-kind contribution form that tracks the kind of service, estimated value of the service, the hours/material donated, and who donated the service. The Taylor County 4-H provides embryology projects, horticulture, and nutrition programs. The Taylor County Health Department has Student Working Against Tobacco programs. Experience Works brings our youth and elderly together. The BGCNCFL partnered with the Florida Department of Children and Families (DCF) as an Automated Community Connection to Economic Self Sufficiency (ACCESS) provider. The BGCNCFL has also partnered with North Florida Workforce as a Florida Ready to Work credentialing site. Capital City Bank financially supports and volunteers for projects, and provides assistance with financial literacy programs. Duke Energy and Ware Oil Company are substantial contributors. Powell & Jones, Ketring Power Technologies, Hardee Law Firm, Fairpoint, and Taylor County Sheriff’s Office provides valuable in kind services. 5.5.c Collaboration with the Regular School Day: The BGCNCFL Program Director stays in constant contact with the Taylor County School District (TCSD). The TCSD was consulted during the creation of the grant application and one school board member actively participated in creating this proposal. The TCSD values the 21st CCLC program and realizes that it helps improve student’s grades. The TCSD provides instructional focus calendars and pacing guides so we may alter our program to be congruent with the TCSD. The BGCNCFL staff is active in the TCSD. For example, the Program Director sits on the School Advisory Committee for Perry Primary. The TCSD recognizes the impact of the 21st CCLC program; therefore, the BGCNCFL receives consistent feedback from the targeted schools. The targeted schools, Perry Primary, Taylor County Elementary, Taylor County Middle School, and Taylor County High School, refer students that are at risk of failure due to, lack of access to educational support, behavior, truancy, or homelessness. All referral criterion are areas identified in the needs assessment. As part of the School Improvement Plans within the TCSD, all schools track Early Warning Signs of the students. Students that have one or more of the Early Warning Signs will be referred into the 21st CCLC program. The Site Coordinator will reach out to the parents of identified students to inform them of the program and invite their child into the program. The Site Coordinator makes weekly school visits to touch base with teachers and eat lunch with the students. Also, each student’s teacher is contacted and informed that their student is enrolled in the 21st CCLC program. Teachers are consulted on academic areas of concern and asked to provide their upcoming test schedule. The 21st CCLC program activity plan changes according to the regular school day.5.5.d Sustainability: The Sustainability of the 21st CCLC program will be centered on diversifying funding. The 21st CCLC program must plan for the funding decrease while continuing the same level of service. Fundraising must be a key component of the 21st CCLC sustainability and the BGCNCFL has extensive fundraising experience and will implement plans to meet yearly fundraising goals. Sustainability is enhanced by sharing resources and the BGCNCFL has a pool of resources that will enhance our 21st CCLC program. For example, we already own the SIDNE cart that we will use in the 21st CCLC program. The BGCNCFL realizes that seeking other grants that align with the 21st CCLC goals and objectives is also key to sustainability. The Boys & Girls Club Florida Alliance seeks state wide funding opportunities for Boys & Girls Clubs through prevention and education. The BGCNCFL has been in operation for 25 years because we diligently fund raise and seek additional funding opportunities. Unlike a school district, our existence depends on sustainability planning.5.6 Program Plan5.6.a Targeted Students: The targeted schools include Perry Primary (K-2) at 400 North Clark Street in Perry, Florida; Taylor County Elementary School TCES (3-5) at 1600 E. Green Street in Perry, Florida. Both schools are Title I schools (Florida Department of Education 2014-2015 Title I List). Taylor County Middle School TCMS (6-8) at 601 E. Lafayette Street in Perry, Florida; and Taylor County High School TCHS (9-12) at 900 Johnson Stripling Road in Perry, Florida. Both TCMS and TCHS have a high percentage of low income families. TCMS has 51% of students that qualify for free and reduced lunch and TCHS has 43% of students that qualify (2014-2015 School Accountability Reports). The achievement rate for ELA, Math, and science for TCES averages at 47%; TCMS averages 49%; and TCHS at 46%. Therefore, over 50% of the students in the target schools do not score proficient in the core subjects. The 2015 graduation rate is 64%. The students in grades 6-12th in Taylor County do not currently have a 21CCLC Program. Club 21 is located in Shady Grove 10 miles away from the target schools. This area of the county is the only area that does not currently have a 21st CCLC center. The parents in the Shady Grove area approached the BGCNCFL because of their desire for an afterschool program. Club 221 targets 40 students from Perry Primary, Taylor County Elementary School, Taylor County Middle School, and Taylor County High School. The target students are failing or at risk of failing, level 1 or 2 on State Assessments, economically disadvantaged, truant, homeless, and/or having behavior issues.Club 202 targets 40 students from Taylor County Middle School and Taylor County High School. The target students are failing or at risk of failing, level 1 or 2 on State Assessments, economically disadvantaged, truant, homeless, and/or having behavior issues. 5.6.b Recruitment and Retention: The targeted schools, through guidance counselors and teachers, will refer students into the 21st CCLC program that have been identified as high risk because they are failing or academically struggling, truant, homeless, or having behavior problems. Once an “at risk” child is identified, 21st CCLC site coordinator will reach out to parents to inform them of the program and the opportunities that it will offer their child. The program is designed to help parents and many parents realize it’s a privilege to have their child in the program.The retention plan of students in the 21st CCLC program is a fourfold process. First, the parents must sign up their child and agree that the child will attend the full duration of the program to keep their spot in the program. Students are enticed to stay in the program through ongoing projects that the students desire to see to fruition. The structured academics/personal enrichment is designed to be fun and engaging, thereby the students desire to attend the program. The BGCNCFL offers team sports that practices after club hours and students must stay until the end of the program to participate. The BGCNCFL serves dinner to the students and this encourages families to stay to the end to take advantage of this service. The ongoing desire to assist parents through parent services forges a desire to remain active in the program.5.6.c.Student Program Activities: All activities take the hands on approach as recommended in many studies. Hands-on instruction has a long and successful legacy in the sciences and math (Basista and Matthews; Bredderman; Haury and Rillero), and shows promise for teaching social studies, history, English and other subject areas. By using hands-on instruction, educators are fostering the 21st century skills that students need to be successful: critical thinking, communication, collaboration, and creativity. Hands-on activities encourage a lifelong love of learning and motivate students to explore and discover new things (Bass, et al.). The BGCNCFL approaches Florida Standards with a two prong approach that may be described as a micro and macro approach. Our certified teachers use centers to support specific skills and standards and learning targets as the micro approach. The centers change from week to week to support the specific standards and skills of the regular school day. The Project Based Approach employs the various “big ideas” (also referred to as stands and domains). The Project will cover clusters of standards under the big idea to give students a comprehensive understanding. With this approach, the standards do not stand in isolation, but as part of a cohesive whole. The projects will also cover the full range of cognitive complexity. The Projects will intentionally support the regular school day with a macro approach of addressing the big ideas, clusters and standards. Students will spend 1 hour and twenty minutes a day with a certified teacher with a 1:10 ratio. Teachers will dedicate part of their student time to homework, but homework time will be nebulous to meet the needs of the students. For example, if one-day homework requires thirty minutes and the next day it may not require any time. The goal will be to meet the students’ needs; however, a minimum of three hours a week must be spent on project based learning. Additionally, homework time may be required of some students and not others. To remedy idleness, the kids without homework will be provided interactive learning centers. The center approach allows teachers to work with students that need more intensive instruction while all students are academically engaged. Teachers will also use centers for instruction (middle and high school will use educational computer resources). Each grade (K-5) will have skill specific hands on centers that employ a wide range of learning modalities to accommodate various learning style. The centers will complement the regular school day. A comprehensive set of centers will support the full range of standards for each grade. This ensures that our certified teachers will always have an activity that supports the regular school day. Center examples include (for each grade K-5): Center Stage is topic-specific learning centers that support cross curricular subjects with hands-on activities and manipulatives for collaborative or independent work. Lakeshore Learning’s Meet the Common Core Math Standards Learning Center has activities that support every Common Core State Standard for math. VersaTiles Building Skills in Comprehension & Vocabulary target standards-based comprehension and vocabulary skills with hands-on practice with high-interest reading passages and independent activities. VersaTiles Science Lab address the key concepts of life, earth, and physical science. Challenging, skills-based questions help build essential reading comprehension skills and promote science process skills such as analyzing data, interpreting graphs and charts, classifying, predicting, observing, and inferring. The skill specific stations will allow the certified teachers to mirror the skills and standards of the regular school day throughout the year. The centers utilize differential leaning methods to give students a different approach to the skills and standards. Project Based Learning Activities:Each project is implemented by a certified teacher with a 1:10 ratio for one hour and twenty minutes a day. The projects are led by driving questions that employ high level critical thinking, teamwork, collaboration, and curiosity. The students are encouraged to seek answers to the question and develop different responses. Students will complete a comprehensive project with a plethora of hands-on educational and personal enrichment activities that support the full range of 21st CCLC goals and objectives. The project plans incorporate other curriculums such as LEGO Robotics, LEGO StoryStarters, K’NEX Education, Hands-On Standards STEM in Action, Full Option Science System, and Storia by Scholastics. These programs and curricula will provide students with a well-rounded program and allow them to learn in innovative and exciting ways. The BGCNCFL project plans use a ubiquitous theme based approach to employ academic and personal enrichment within each project plan. This methodology uses a common theme to offer continuity between the subjects and give students an extensive knowledge of the theme. Their increased knowledge makes students naturally more confident and inquisitive about the project theme. Each project plan employs reading/language arts, math, and science standards. For example, a project plan titled, Perry to Paris is an example of how all disciplines are used to create a fun, hands on project. Each project will forge other projects as a means of creating a multidisciplinary approach. The Perry to Paris project has a hot air balloon project as a component because the first human flight occurred in France with the invention of the hot air balloon. Additionally, Full Option Science System FOSS Measurement unit is incorporated as a means of learning how to measure volume pertinent to hot air balloon flight. Students will create a Plaster of Paris replica of the first animals in flight and calculate how many helium balloons it will take to have their replica fly. All throughout the project, reading, writing, science, and math are applied. Several short books are read, writing and presentation skills are employed for their group presentation boards, internet research skills are used, art history is incorporated, and the project culminates with following the Tour De France. During the Tour, students will follow the race, learn about the teams, and learn about the places the riders go and convert the kilometers to miles and other calculations. Students will witness the measurable difference of performance when the riders reach the mountains and how they must use scientific and mathematical strategies to overcome obstacles. For example, teams use the same drafting strategies as geese flying in V formation to preserve energy. The students will prepare French cuisine, build a LEGO replica of the Eiffel Tower, read about Claude Monet and create their own impression of Monet’s Japanese Bridge. At the completion of the Perry to Paris project, students will master Florida Standards in math, ELA, science, and art in a fun and engaging manner. LEGO Robotics education is supported by the President’s Council of Advisors on Science and Technology (PCAST) that has stated the national imperative to improve STEM education. Using LEGO robotics gives students the opportunity to learn fundamental engineering and architectural principles, be introduced to fundamental and advanced robotic foundations, use math in programming, and use computer programming to design robotic manipulation. LEGO Education StoryStarter are built on Common Core and state standards, the LEGO set, curriculum, and software help kick-start creativity and boost reading, writing, speaking, and listening skills. Learners work in collaboration to create and build stories with LEGO bricks and figures and then use StoryVisualizer software to photograph, write, and publish their stories. K’NEX Education Sets are effective learning tools that help teach basic and complex science, technology, engineering and math concepts. Curriculum supported, our sets are inquiry-based and aligned to International Technology and Engineering Educators Association, National Science Education Standards and National Council of Teachers of Mathematics Standards. K’NEX Education provides: Dynamic Models - Excite student interest and motivate them to learn; Hands-on Learning Opportunities - Encourage scientific inquiry, investigation, and experimentation; requires students to become active participants instead of passive learners; Replicas of Real World Machines/Structures – Help students to relate concepts to the world they live in.Storia by Scholastics supports reading skills to help students achieve the key learning outcomes of Common Core and State Standards for English Language Arts. Storia offers 2,000 eBooks to customize each classroom library. Selected eBooks can be assigned at the class, group, or individual student level for differentiated instruction. Themed collections can be created from the full subscription library that include both fiction and nonfiction titles. Hands-On Standards STEM in Action kits address national and state standards in Science, Math, and Language. Hands-On Standards STEM in Action is built on a solid research base and early studies show promising results. The grade specific kits apply science concepts and mathematics to an authentic engineering design challenge. Students will investigate math and science concepts by testing a hypothesis, and observing, measuring, recording, and analyzing their own data. Students learn to solve a problem for a fictional business using real-world trade-offs by collaborating as a team and communicating findings and/or reflections.FOSS Full Option Science System that was developed by the Lawrence Hall of Science, University of California at Berkeley and is published by Delta Education. This “hands-on” science curriculum made to develop deep, durable understanding of science concepts and principles through authentic investigations, analysis, and reflection. Students learn science through doing observations, the asking of questions, making predictions, collaboration and communication with peers, conducting experiments, and analyzing pTIA Academy Program: The BGCNCFL is a CompTIA Academy that will allow student (and their adult family members) to earn a CompTIA IT Fundamentals certification (we are a Pearson VUE testing center) at our 21st CCLC program site. The CompTIA IT Fundamentals certification validates an individual's understanding of information technology (IT) as it demonstrates foundational knowledge of desktop, laptop and mobile systems, servers, software installation and security.Personal enrichment activities, run by qualified paraprofessionals with a 1:20 ratio for 40 minutes per day. The personal enrichment activities are structured activities that follow curriculums with are designed to achieve specific goals in their respective areas; thereby, achieving a well-rounded personal enrichment program. Personal enrichment categories are as followed: organized Recreation (K-12), Theatrical Club (K-12), Garden Club (K-5), Hip Hop Club (6-12), Business Club (K-12) and Technology Club (K-12) and the Culinary Club (K-12). The various clubs have multi-tier activities that are age appropriate. The Recreation program will be run by a qualified facilitator five days a week for 40 minutes a day. The organized recreational activities utilize the research based SPARK curriculum. SPARK After School is designed to provide children and adolescents ages 5 and up with inclusive, highly active movement opportunities that foster social and motor development while maximizing time spent in MVPA (moderate to vigorous physical activity) and fitness pursuits. Healthy Lifestyle Choices (HLC) is used as a part of the recreation program. HLC is a cross-curricular program with a behavioral focus that has been proven to significantly increase health knowledge and positively impact youth behaviors. This comprehensive health education curriculum addresses goal setting and decision making as it relates to fitness, nutrition, conflict resolution, safety and substance-abuse prevention. The FDOH, Bureau of Vital Statistics indicates that 18% of Taylor County youths (ages11-17) are obese. The Theatrical Club will be run by a qualified facilitator one day per week. The Theatrical Club will work toward a theatrical production that will encompass singing and dance. There will be two different groups, K-2 and 3-5. Students will perform a production by Playscripts titled: Hip Hop Anansi. The production will be a yearlong focus because of all the adaptions that will be incorporated. The high school and middle school students will work on creating the sets, promoting the production, creating the program, and filing the production as their contribution.The Garden Club will be run by a qualified facilitator one day per week. The Gardening Club will explore three types of gardening styles; hydroponics, aquaponics, and traditional gardening. Students will also cook their crops and enjoy other cooking activities. The Technology Club: MY.FUTURE is a Boys & Girls Club of America program that transforms the way young people use technology. My.Future provides fun and engaging project-based experiences to help youth: encourages youth to develop digital literacy and earn certifications, or digital badges, as they progress through the learning experiences. MIT APP Inventor will be used to teach students how to build Apps. The Entrepreneur Club will be run by a qualified facilitator one day per week. The Entrepreneur Club will use These Kids Mean Business curriculum. These Kids Mean Business is a free curriculum created by the National Council on Economic Education. The students will go through this program and create and implement a business plan. Students will become entrepreneurs by the end of the program year. Additionally, the MIT App Inventor will be used to create an App to promote the business. The BGCNCFL website has the ability to set up an online store that may be employed for the teen’s business.The Hip Hop Club will be run by a qualified facilitator one day per week. The Hip Hop Club will use the Hip-Hop 2 Prevent Drugs Digitally (H2PD.D) curriculum that was developed by the Youth Popular Culture Institute as an approach to substance abuse prevention among youth. The program focuses on substance abuse prevention and violence prevention using Hip-Hop culture's original arts, including dance, graffiti, MCing, DJing, and fashion. This approach has been developed in order to engage youth in a creatively produced interactive, multimedia, and educationally entertaining experience which will provide insight into how Hip-Hop arts can be used for prevention. The Culinary Club will be run by a qualified facilitator one day per week and will use the free curriculum created by The Chef & Child Foundation titled, That’s Fresh Kids Cooking Teams. The mission statement explains the purpose and goals of the program: “Our mission is to facilitate a youth cooking team that emphasizes nutrition awareness, food safety, cultural diversity, team building, basic culinary skills, and self-esteem. These children will have the opportunity to experience themselves as special, creative human beings capable of nurturing themselves and others through food and making wise food choices for lifetime good health.”A Day in The Afterschool Program: Students are transported via school bus to the afterschool programs. 21st CCLC staff will wait outside for students to arrive and escort them inside to be signed in utilizing the computerized Member Tracking System program. Students will be provided a healthy snack. The students will go to their program area, under the supervision of 21st CCLC staff, to eat healthy snack. During snack, students will be led in a group activity that uses dance and chant techniques to teach the students safety, health, and prevention messages. The groups are multi age, but the projects and activities are conducive to multi-tier levels. After snack, two groups will go to personal enrichment with a 1:20 ratio (escorted by paraprofessionals) while the other two groups go into their academic projects with a 1:10 ratio. Academic time is one hour and twenty minutes and the academic areas have all necessary materials. Recreation and club time occurs in 40 minute blocks and their areas are well equip with all program materials. Personal enrichment transitions after 40 minutes and students are escorted by paraprofessionals to their area. The academic project will occur in the program areas; therefore, there is not a transition. At the end of this program, paraprofessionals will escort the students from personal enrichment into their academic project area and get the students for personal enrichment. At the end of this program, the students come together in their large program room to have dinner. As parents enter the building to pick up their child, a staff member will sign them out with the Member Tracking System.5.6.dAdult Family Member Program Activities: The wellbeing of the student also encompasses the student’s adult family members; therefore, services are offered to adult family members to create holistic approach to assisting our students. The adult family members will be offered classes such as GED preparation, computer, exercise and nutrition, and job readiness classes. Additional educational activities, such as STEM night, will allow parents to experience and learn about the 21st CCLC educational activities with their children. The BGCNCFL will conduct a survey to determine adult family member needs and plan activities that meet those needs. Parents will also be afforded the opportunity to earn their COMP TIA IT Fundamentals certification (explained in the student section).SIDNE: The BGCNCFL has a powerful prevention tool called the SIDNE (Simulated Impaired DriviNg Experience). SIDNE, an educational anti-alcohol, anti-drug, driving program which uses a specialized Go Cart to experience driving under impairment. We will have a Parent SIDNE Event to demonstrate the danger of driving under the influence. Riding with a parent in a SIDNE Go Cart will help 21st CCLC students and parents to comprehend the dangers of drug and alcohol use when driving. The Florida Youth Tobacco Survey indicated that 24% of Taylor County youths (ages11-17) rode in a car driven by someone who had been drinking alcohol in the past 30 days (2013 Florida Youth Tobacco Survey Reports | Florida Department of Health).ACCESS: Through the Department of Children and Families, BGCNCFL is an Automated Community Connection to Economic Self Sufficiency (ACCESS) provider. The ACCESS allows parents to apply for food, cash, and medical assistance. BGCNCFL staff are trained by DCF to assist individuals through the ACCESS process. This is a cornerstone program that is most beneficial to our families.Ready to Work: The Ready to Work credentials are earned through the Florida Department of Education and signed by the Governor of Florida. The credentials are earned by demonstrating knowledge in applied Reading and applied Math. Parents may enroll in Florida Ready to Work Online Coursework to increase their career readiness knowledge at Club 21. With staff assistance, parents may complete the coursework and we will administer the assessment test to earn the Ready to Work Credentials. 5.6.e Staffing Plan and Professional Development: The BGCNCFL has management staff in place to properly train and assist the new staff and assist with program start up. Our staff have decades of experience with implementing and operating quality afterschool programs. The centers will have 1 Site Coordinator, 2 Paraprofessionals, and 2 Certified Teachers. Site Coordinators have a four-year degree and/or five years’ experience. Paraprofessionals must have a two-year degree and/or a proficiency test with a minimum of two years’ experience. The BGCNCFL has quality full time staff that will assist in the operations of the 21st CCLC program and having a larger organization creates opportunities that allows for a more experienced pool of employees. The Program Manger will handle financial oversight and the Project Director will handle program oversight, data collection, and curriculum planning. The Site Coordinator will oversee the day to day operations of the program, stay in contact with all targeted schools and serve as the Family Advocate. The Site Coordinator will ensure staff are following the program with fidelity. All staff report to the Site Coordinator. The Site Coordinator reports to the Project Director and the Project Director reports to the Program Manager. Quality professional development is imperative to the success of the 21st CCLC program. The BGCNCFL utilizes various professional development strategies and resources, such as, The Southwest Educational Development Laboratory, an affiliate of American Institutes for Research, is an education research and development organization. The Afterschool Training Toolkit is online and provides training for afterschool staff that is filled with standards-based multi-media resources. You for Youth has quality trainings, such as: Effective Homework Time, Aligning with the School Day, Project-Based Learning, STEM, Literacy, and Family Engagement. The Afterschool Training Toolkit and You for Youth trainings are used as part of our monthly professional development requirements. All 21st CCLC will comply with the Department of Children and Families training requirements for Child Care Professionals. All staff must complete The Boys & Girls Club of America’s Online Leadership University trainings within one year of employment: Child Safety, Building Resiliency in Youth, and Guidance & Discipline. All employees must have yearly training in Personnel Policies, CPR/First Aide, Infectious Disease Control, Ethical Conduct, Sexual Harassment, Abuse Reporting, Blood Borne Pathogens, AIDS, Civil Rights, Client Rights, American’s Disabilities Act, Confidentiality, Grievance Procedures, Incident Reporting, Core Program Areas, Prevention Programming, Youth Development Strategy, Targeted Outreach, and Supervision. 5.6.fProgram Center: The Club 221 is located in Shady Grove at 4225 Alton Wentworth Road Greenville, FL. 32347. The Club 221 facility has two large classrooms with ample storage, two medium sized rooms, and a full kitchen. The two large classrooms are utilized for Academic Projects and one of the medium sized rooms for Personal Enrichment Clubs. The other medium sized room will serve as a library. The facility has a paved area that will be used for basketball, volleyball and other outside sports. There is also a fenced in area to play soccer and other recreational activities. The facility is located in the rural area of Shady Grove. Club 202 is located at 202 East Julia Street Perry, FL. 32347. This is an exclusively teen location with two large rooms with ample storage. A separate building (on the same location) houses the technology center for Club 202. One large room will be utilized for academic programs and the other for personal enrichment activities and the technology center will be an academic space. The center has adjacent basketball courts. The center has a batting cage and pitching machine. Family members will pick up their children at the end of the day.Both centers exceed the Department of Children and Families 35 square foot per child rule. The facilities are easily accessible to families and offer a safe environment for students. 5.6.gStudent Safety and Transportation: BGCNCFL operates under the BGCA national standards of safety. All volunteers and employees undergo Level II criminal background screenings according to FL Statute 1012.32. Employees undergo a drug screening, interview, and reference checks. Employees must have the degree/certifications required for their respective jobs. Every staff member will be trained on our Emergency Operation Plan. Our required employee orientation is an extensive training that is thorough and encompasses accident, lock down, natural disaster, and emergency response procedures. Fire and tornado drills are conducted monthly and CPR/First Aid certified staff are always in the building.Parental services will be provided during the winter months to assist with students remaining until the end of the program. For example, the COMPTIA certification classes will begin after the time change to entice parents to wait until the end of the program. The TCSD will bus all students to the entrance of the unit. Safety is a top priority; therefore, systems and procedures have been put in place to ensure safety precautions for all students. Staff waits outside for the arrival of the students to ensure supervision the moment the students step off the bus. Upon entering the unit, student’s attendance is recorded by 21st CCLC staff into a program titled Membership Tracking System. This system is used at the end of the day for sign out. When leaving with a parent, a staff member signs each student out by selecting the authorized adult who is picking up the student. Identification will be required if someone other than the usual adult picks up the student. Students are picked up at the end of the day by their parents. In the needs assessment, parents were asked if their children needed transportation home and this was not identified as a necessary service. 5.6.hDissemination Plan: Methods and strategies to disseminate and share information about the proposed project will occur in a variety of ways. The Program Director will publicly present the Summative Evaluation to the Taylor County School Board. All information will be available on the 21st CCLC website including progress toward the 21st CCLC goals and objectives. In an ongoing effort to forge partnerships, the Program Director will reach out to local civic groups to inform them of the 21st CCLC program and recruit economic and volunteer support. The Site Coordinator will contact the guidance departments, and regular day teachers. 21st CCLC program information is shared in the Perry News Harold free of charge. Social media will be used to send out information into the community because this is how to reach more people more often. ................
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