Libertycitye.dadeschools.net



5.1 Project AbstractLiberty City Elementary School a Title I school of Miami-Dade County Public School District (M-DCPS) submits this application for its Full STEAM Ahead program located in the under resourced Liberty City neighborhood of Miami, Florida. Ninety-nine percent of the students are minority and 98% are eligible for free-reduced lunch. During the 2014-2015 school year, Liberty City Elementary School was mandated to provide extended day services due to 3rd-5th grade students who were not proficient in reading to help meet state and local academic achievement standards. In response to this directive the school proposed, and was awarded, funding to establish the 21st CCLC 3ELT Community Learning Center which ends May 31, 2016. The Full STEAM Ahead program for the 2016-2020 grant cycle will continue to support this effort by serving 100 K-5th grade students in a dynamic enrichment program before school, after school, Saturdays, and throughout the summer. This innovative academic and arts enrichment program operates 174 days afterschool Monday-Friday from 1:50 p.m.-5:50 p.m. Before school serves students 128 days from Monday-Friday from 7:15 a.m.-8:15 a.m., the Saturday Academy is implemented for 19 days from 8:30 a.m. – 12:30 p.m. and 30 days during the Summer from 8:30 a.m.-12:30 p.m. The new Full STEAM Ahead programming uses project based instructional models to improve academic achievement in reading, writing, mathematics, science, technology, engineering and the arts. There will be student participation in individual and collaborative projects in reading, writing and science workshops, arts enrichment in performing and visual arts, fitness, and character development activities. Families will also be served through the establishment of a viable Community Learning Center to foster family wellness and life-long learning. There is great need for supplemental education services in Liberty City where 95% of children live in government subsidized housing, 56% of whose households are impoverished, 43.4% are headed by single females, and students are struggling at two year or more below grade level. (Florida Health & Human Services Report, 2011). Consequently, Liberty City Elementary is often the first structured learning environment that children encounter resulting in lagging achievement for early learners. To address these challenges, the Full STEAM Ahead program provides students with educational, recreational, and personal development activities with a goal of accelerating holistic student development founded on expectations of excellence. The evidence of these activities are demonstrated through various student centered projects that connect the 21st CCLC program learning experiences to real life. A myriad of thematic projects and presentations illustrate student progress and capacity for research, inquiry, and critical thinking including; collaborative project student showcases, fitness tracking, writing samples, and science projects. 5.2. Needs AssessmentSTEM related after school program activities along with 21st century skills is the first step to aligning schools with 21st century educational standards that help youth become lifelong learners. (Sahin, A. et.al, Educational Sciences: Theory and Practice, 2014). Liberty City Elementary is a STEM designated school within the M-DCPS district with extended learning time programming. It is a Title I school with 98% free-reduced lunch eligibility rate and a 99% African American and Hispanic student population. The previous 21st CCLC program, entitled 3EL’s Community Learning Center currently in operation, however, funding for this program ends May 31, 2016. A variety of data was used to identify the need for the proposed services. Outcomes from the comprehensive external 21st CCLC evaluations for year 2013-2015 were reviewed with particular focus on the level at which the program met grant objectives. Evaluation tools included authentic pre- and post-assessment, stakeholder surveys, and both student and family attendance records, school-wide academic data analysis. Demographics were also reviewed. Data reveals that although Liberty City Elementary School students have increased in some areas of their standardized scores; there is still dire need for this academic enrichment program within this community to show continuous growth. Florida Standards Assessment results (2015) indicate that 3rd grade students performing at level 3 and above in reading increased 11% along, with an increase of 14% in 3rd grade Math. Fourth grade students performing at level 3 and above in reading decreased by 7% and decreased by 8% in math. During the 2014 writing assessment only 8% of students score level 4. Fifth grade students performing at level 3 and above in science decreased by 2% and in reading this level decreased by 8% and in math increased by 25%. Additionally, outcomes from iReady reading and math Window 1 assessment for 3rd-5th grade students indicate that at the start of the current school year 87% of these students were 1 or more grade levels below in reading and in math 88% percent were 1 or more grade levels below. iReady Window 2 revealed 63% of students performing 1 or more grade levels below, and in math 68% of students were performing 1 or more grade levels below. After administering the most recent midyear assessment, 58% of the students made insufficient progress in reading, and 49% in math. While we are closing achievement gaps, there is still a long way to go and the 21st CCLC program will provide extended learning time and a variety of opportunities to help us meet school improvement goals.During the grant cycle, 56% of parents attended at least one family workshop and 95% of these attendees report the workshop was helpful. There was a 79% increase in student cultural knowledge and teacher findings indicate overall improvement in social skills and behavior. (Summative Evaluation, EL3 Learning Center Program, Liberty City Elementary School, August 15, 2015) In response to these outcomes, the Full STEAM Ahead Community Learning Center needs to be implemented to continue building and sustaining program success. Program elements to be implemented to meet this goal include a focus on writing skills, reading comprehension, personal development, literacy, and family wellness and both performing arts, and visual arts. All key stakeholders were represented during the program development phase including parents, students, staff, and community collaborators. Two private schools were also invited to participate. Risk Factors: Unfortunately, despite these program successes, the school grade remained stagnant during the 2014-2015 school year. In response, the 21st CCLC RFP proposal team used research and a review of both evaluation and achievement data to; identify specific risk factors, establish 5-year project objectives, and guide program planning. According to school leadership, it appears evident that the incoming, often transient, student population is enrolling late in the school year, and combined with significant state testing modifications has created an unexpected challenge that impacts efforts to implement school improvement strategies in a timely manner. The current 21st CCLC Project Coordinator also suggests having more rigorous procedures to consistently monitor alignment of out-of-school programming with School Improvement Plans. The continuation of the 21st CCLC program would strengthen efforts to expand scholastic success, identify and serve incoming struggling learners, focus on progress for the lower 25%, and develop more rigorous project based instructional strategies that are aligned to school goals and implemented with fidelity. The evaluation report recommends improvement in areas of personal development which continues to be an important risk factor. Miami-Dade has a 20% childhood obesity rate, the previous 21st CCLC program’s data indicates a mere 51% improvement in physical fitness, and there was also limited improvement (20%) in knowledge of visual and performing arts as the previous program inadvertently focused on academics to the detriment of providing continuous, high quality arts programming. Liberty City families are also in need of services provided by the Full STEAM Ahead program because of the high percentage of academic deficiencies found in these families—only 81.3% of residents over 25 completed high school, 84.1% finished the 9th grade, a mere 12.4% have completed college, and 54.5% have grandparents as primary care givers, (US Census, 2014). The program’s Family Learning Center will provide opportunities for empowerment and self-help that will benefit their children academically, mentally, and physically. Based on this information it is clearly evident that there is a dire need to maintain continuous afterschool, before school, weekend, and summer services through the Full STEAM Ahead Community Learning Center.5.3. Program EvaluationEvaluation Plan: Q-Q Research Consultants (QQRC) will continue to serve as the evaluator for the proposed project. QQRC was selected because they have experience evaluating 21st CCLC programs have proven to provide appropriate, comprehensive services for us. They are a regional full service research and evaluation firm staffed with professionals with over 20 years of experience in program evaluation. QQRC will implement an evaluation that meets the Principles of Effectiveness: 1) Data was gathered to establish the need for a 21st CCLC program in the community; 2) The evaluation of the proposed project shall be based on a set of performance measures aimed at ensuring the availability of high quality academic enrichment opportunities; and 3) Proposed activities are research-based activities that have been found to be effective in helping students meet the State and local student academic achievement standards. For this project, QQRC will conduct the following evaluation activities: data collection, program monitoring, evaluation reports including brief summative evaluation reports (Years 1, 3, 4) and comprehensive summative evaluation reports (Years 2 and 5).The evaluation process will include data collection activities at the start of the program (baseline data), mid-year (mid-data), and at the end of the year (end-of-year data). Baseline data will be collected for each participant enrolled within two weeks of enrollment. These quantitative outcomes will include enrollment data, attendance data, and academic data from reports cards, current state and district assessments, and other proposed assessments and surveys outlined in the proposal. Data will be collected in conjunction with APR reporting guidelines. In addition to student level data, data other outcomes will also be collected using the FDOE approved survey from participating students’ adult family members and school day teachers to examine stakeholder perceptions of pertinent topics. Parent surveys will be made available in English, Spanish, and Haitian Creole to accommodate the bilingual population. QQRC will be responsible for collecting assessment data and survey data. Students’ demographic and academic data will be gathered by program staff. All of students’ self-report data will be collected using web-based surveying; all other data will be collected using paper-pencil methods on forms that are able to be scanned into a database using REMARK software. Mid-year data will be collected at mid-point of the contract year (in November, in time for data collection submission due in December) and will be compared to baseline data in order to examine progress towards meeting objectives. All enrolled students who are currently participating at the time of the mid-point data collection will be included in the mid-year data collection and reporting period. End-of-year data collection will be conducted at the end of the Spring semester (May). Baseline, mid-year, and end-of-year data will be used to demonstrate achievement of objectives and enrollment and participation rates from the start of the year to the end of the year. Data and reporting will be aligned with federal data collection requirements. All data will be submitted to FDOE electronically utilizing the required data collection format by the FDOE deadline. Using quantitative data, baseline/mid-year/end-of-year analyses will be conducted to examine changes that occurred as a result of program participation. Descriptive analysis will include program and participant characteristics, outcome/goal analyses to examine changes based on the implementation of academic enrichment, personal enrichment, and adult family member services. Quantitative analyses will be used to identify youth, parents’, and staff’s perspectives on program services via parent and student surveys, and program staff surveys and interviews. In April, qualitative data will be captured which includes site visits conducted during the fall and spring semesters, surveys and interviews with teachers and other program staff, and annual parent focus groups. Each program year, QQRC will provide program staff with a Formative Evaluation Summary (February) which will include baseline and mid-year data analyses. The Formative Evaluation Summary will include data-driven program decisions based on the mid-year data collection findings regarding progress toward achieving program objectives. QQRC will meet with program staff to discuss modifications based on Formative Evaluation Summary. The formative evaluation summary will be submitted by the FDOE required deadline. In Years 1, 3, and 4 of program implementation, brief summative reports will be generated. Additionally, at the end of Years 2 and 5, QQRC will complete a comprehensive summative evaluation report. QQRC will also conduct site visits in late Fall and early Spring comprising the following activities: (1) completion of a semi-structured interview with program staff to ascertain compliance with proposed service delivery model, (2) observations of the delivery of program components, and (3) an exit meeting to discuss monitoring findings. Follow-up site visits will also be conducted to evaluate any changes to the program’s service delivery model based on the findings and recommendations from initial site visits. QQRC will meet with program staff no less than monthly to monitor the program’s progress. Formal guided-discussions on findings from data analyses of baseline and mid-year data will occur the month following data collection. Dissemination of Findings: Evaluation results will be shared with the community in multiple ways. First, the proposed program has a designated website and Twitter account to post evaluation findings and upcoming events. Evaluation findings will be clearly written to ensure communication to all stakeholders. Second, QQRC will also attend Advisory Board and program staff meetings no less than three times a year to provide a review of all reports and observations from monitoring visits, and to discuss any feedback. These meetings will inform all stakeholders at the school and the community of continuous quality improvement efforts. Evaluation findings will be disseminated to all staff to inform professional development activities. Stakeholders will receive copies of reports via Constant Contact, email distribution software. 5.3.b Measurable Outcomes and AssessmentsThe expected outcomes and assessments are explained in greater detail within the RFP objectives chart. Language Arts, Math, Science: 75% of the regularly participating students will improve their proficiency in reading, writing, math and science as measured by national normed standardized assessments and report cards. Third Grade Promotion: 75% of regularly participating students in third grade will achieve promotion to the 4th grade based on their performance on Florida Standard Assessment (FSA) requirements. Personal Development: 75% of the regularly participating students will improve their physical fitness and develop transferable skills to facilitate changes throughout life measured by survey and pre-post assessments. Arts Enrichment: 75% of the regularly participating students will improve their understanding and skills within visual and performing arts during the current year as measured by pre-post assessments. Family Learning: 75% of parents will participate in community resource center activities, demonstrate increasing knowledge, and demonstrate their motivation/interest in family involvement as measured by logs and surveys. 5.4. Evidence of ExperienceGrants Management: Grants awarded and successfully implemented at Liberty City Elementary School include: A three year 21st CCLC grant ending for $467,000.00 ending May 31, 2016. This grant has provided resources for the holistic development of students and their families. The Healthy School Wellness grants from the Alliance for a Healthier Generation, and a Fresh Fruits and Vegetables grant from the US Department of Agriculture have increased academic enrichment across subject areas and enhanced personal development. Additionally the school manages Title III ESOL providing tutoring for English Language Learners, and Title I grant for earning intervention and supplies. The school has met compliance in all areas in recent years. School Leadership: The current school principal will serve as a liaison for aligning programming to school improvement goals. Her experience includes serving as an assistant principal for 9 years in inner city schools prior to coming to Liberty City Elementary three years ago as principal. She has developed and implemented 21st CCLC programming at a similar school in Miami. She has also managed school budgets and various federal entitlement grants. She will ensure that compliance is met in all areas. The two assistant principals have a combination of more than 20 combined years’ experience in school leadership. They will provide support for daily program operations, management and budget. Day to Day Operations: The current Project Coordinator is a degreed community service professional with extensive grants management experience. She has a long history of collaboration and partnership with municipal agencies and community service organizations and is keenly aware of the needs of our students and the community. The Program Coordinator has extensive experience in 21st CCLC staff supervision, budget and data management, and will establish a rigorous platform for stakeholder engagement working directly with the Lead Teacher and the school principal to ensure effective programming is maintained. The school’s current site based management team (Educational Excellence School Advisory Committee (EEESAC) will serve as the advisory body for the 21st CCLC program. The current M-DCPS Student-Parent Handbook will be used to establish program policies and procedures.5.5. Partnerships, Collaboration & Sustainability5.5.a Community Notice: Current community collaborators and partners were contacted by the school principal and the 21st CCLC proposal team to gather their insight and confirm commitments. Three regional private schools, Holy Redeemer Catholic School, Ebenezer Christian Academy II, and Cushman School were invited to participate in the process via phone and/or e-mail. These private schools will be notified of programming options prior to the start of 21st CCLC program. Newly recruited community and business collaborators were invited to join the proposal development team during the site based management team (EESAC) meeting on March 1, 2016. The viewpoints of all stakeholders were fully considered for the proposal. The proposal writing team met with students from all grade levels March 8-10, 2016 to discuss ways to make the program engaging. The current Project Coordinator worked with all pertinent stakeholders to identify the need for sustaining the program for the targeted community via digital, written and verbal announcements and invitations. Stakeholders participated in a school based management team (EESAC) meeting to discuss strategies for sustaining an effective out of school program and students were interviewed for their input. Stakeholders who were engaged in the overall process included; 4 classroom teachers, 3 21st CCLC E3 staff members, 2 school administrative staff members, Liberty City Elementary School principal, 2 Liberty City Elementary School vice principals, 10 Liberty City Elementary School students, 2 parents, 1 current partner, 6 current collaborators, and 7 newly recruited collaborators. A site-based 21st CCLC webpage is linked to the Liberty City Elementary School website that clerical staff maintains under the supervision of the Project Director. The webpage includes; photo gallery, student work samples, resource links, monthly activities, and announcements.5.5.b Partnerships: Our returning partner is Hosanna Community Foundation a Liberty City community service agency that serves at-risk children ages 6-17. Their personal development initiatives utilize the Positive Action curriculum which is an evidence based program. As our partner, they will provide support for holistic student and family personal development, curricular materials, referral services, incentives, teacher training, and copies of surveys and lessons. We have also added Learning for Life, as a community partner providing services for personal development. They are a subsidiary of the Boys Scouts with a history of providing engaging and relevant elementary solutions that positively impact academic performance, social and emotional maturity, character development, and career education. Will provide training, monthly newsletters, and a character development resources. The significant benefit of continuing our 21st CCLC services is the ability to continue established collaborations with a variety of public and private entities. These vital resources provide a robust foundation of support for 21st CCLC programing at the school. Collaborations include; Liberty City Elementary School (facilities, staffing, parent support, Miami-Dade County Public Schools (technical assistance, data reporting, training), Neighborhood Housing Services Association (home wellness activities), Transportation (a variety of public and private transportation options), Omega Ministries (food, special events, family connections, home wellness, school support), Miami Music Project (technical assistance, arts in education, STEAM, personal development), Sons of Maestro (arts in education, STEAM, personal development), Atlantic Coast Theater Company (arts in education, STEAM, personal development), Delou Africa (arts in education, STEAM, personal development), Liberty City Elementary School PTA (parent engagement, home wellness activities), Love Equals Art Foundation (visual arts, art therapy, personal development), Liberty City Elementary School EESAC committee (Stakeholder advisory committee), Miami Dade College Meek Center (business and leadership training, family literacy), The City of Miami Police Department (personal development), Publix Supermarket (refreshments for community events), and Winn Dixie Supermarket (refreshments for community events).5.5.c. Continued Collaborations with the School Day: The proposal writing team met with students from all grade levels March 8-10, 2016 to discuss ways to make the program engaging. The interviews reveal students wanted more peer-to-peer activities and in response, programming now includes student clubs. A student representative was also present during the EESAC meeting on March 1, 2016. Coordinator and Lead Teacher will serve as liaisons to ensure connections to the school day. The Lead Teacher will meet one-on-one at least quarterly with the school’s subject area lead teachers and the ESE coordinator to ensure out-of-school programming aligns with School Improvement goals. The School Improvement Plan areas that will be supported by 21stCCLC will be all core academic areas and social skills development. Project based instruction and continuous personal development activities will e utilized to increase academic outcomes and improve behavior. The Program Coordinator will meet with the administration and staff to remain updated on pertinent school trends and to gather program data. The hourly clerical staff member will support efforts to maintain strong connections to the school day as well. The Project Coordinator or other designated substitute will attend EESAC, Second Cup of Coffee, Family Literacy Night, and PTA meetings monthly to share program updates.5.5.d. Sustainability: The Full STEAM Ahead program is, in itself, an effort to sustain and build upon the successes of the previous afterschool program. The addition of new collaborators who are committed to providing continuous support in a variety of key areas strengthens the foundation for maintaining the program beyond the grant cycle. A particularly important sustainability strategy is the establishment of a Family Learning Center that, with the assistance of the District’s Parent Academy, will work diligently with school and community partners to impact the lives of families in enduring ways. This initiative is created with the intent to becoming a stand-alone operation that will be in place beyond the five year grant cycle. Additionally, a consequence of the previous 21st CCLC cycle is the school has developed greater capacity to continue identifying and acquiring resources to sustain programming during and after the cycle of the grant. However, while school leaders acknowledge a dedication to providing out-of-school programs regardless of the outcome of this proposal, it is likely that without the resources provided by 21st CCLC funding there would be reduced program hours, and parents in the under resourced Liberty City community would have to pay for some of the programming. This would limit access and engagement for the targeted student population with groups such as Miami Music Project classical music concerts or Nutty Scientists mobile laboratory sessions. 6. Program Plan 5.6.a.Target Students: In the Liberty City neighborhood, significant educational deficits are evident. Only 81.3% of residents over 25 completed high school, 84.1% finished the 9th grade, a mere 12.4% have completed college, and 54.5% have grandparents as primary care givers. The median family income is $24,744.00 which is more than 40% less than the national average. Forty-five percent of families with children live below the poverty level, while 54% of single parents are below poverty line (US Census, 2014).Approximately 6,284 children ages 6-11 reside in Liberty City, but there are only an estimated 2,762 childcare slots. Neighborhood trends indicate high levels elementary school truancy. (Miami Herald, May 11, 2014). Florida State Assessment outcomes reveal LCE students school-wide are struggling to perform with proficiency in English/Language Arts (20%), math (44%), and science (29%) during the 2014-2015. school year. To address this challenge, the Full STEAM Ahead program will continue to target students in kindergarten through 5th grade of Liberty City Elementary School who are one or more years below grade level, English Language Learners, special needs, and those identified as the lowest 25% in core subject areas. The school has a 99% free-reduced lunch rate and is 98% African American and Hispanic. It is the goal of the 21st CCLC Full STEAM Ahead Community Learning Center to leverage its district designation as a STEM-designated school to assist these families by offering workshops, speakers, and symposiums focused on their concerns and providing engagement in a variety of programs for student achievement, parenting, computer skills, literacy, student behavior, job seeking, and financial literacy. The Lead Teacher will ensure students with special needs have equal access to all programs in an inclusive environment with appropriate accommodations and/or modifications.5.6.b. Student Recruitment and Retention: Strategies for student recruitment include; announcements in the school weekly bulletin, announcements at school events, face-to-face recruitment in the community, program applications included in school enrollment packets, program applications available for pick up and submission in the school front office, program applications available for pick up and submission in the 21st CCLC office, recruitment and enrollment during Open House, PA announcements during the school day applications and program information available during PTA and EESAC meetings, ConnectEd messages, the monthly school calendar, school marquee posts, and school website announcements. In order to encourage students to remain in the program for the entire program day we will scheduled homework assistance later in the program day and end the program 15 minutes earlier, recognize good attendance, and make parent contracts an enrollment requirement. 5.6.c. Student Program Activities (STEAM Initiative): As cited by Enterprise Florida (2011), our increasingly knowledge-based economy is driven by innovation and a dynamic, well-educated workforce equipped with strong science, technology, engineering, and math skills will be vital to remain competitive. The Full STEAM Ahead program has expanded STEM to STEAM in include the arts and promote creative thinking, analysis, and problem solving which are critical components of innovation. (McCarthy, K. et.al. A Portrait of the Visual Arts: Meeting the Challenges of a New Era, 2005). Through our work with the M-DCPS Science SECME initiative, our STEM school designation, and various education and arts collaborator, the 21st CCLC proposal committee has adopted the following strategic goals to increase the percentage of students successful at each level (K-5). We want to ensure our population is capable of conducting real world STEAM projects and inquiry. Technology is embedded throughout all activities as evidenced by student work products. They will be capable of authentic and collaborative problem solving, be proficient in applying multidisciplinary knowledge and skills through STEAM, and be proficient in reading, writing and mathematics in order to succeed on a global scale. They will also have knowledge of and interested in STEAM careers to close the schools-to-career gap. Daily tutoring/enrichment begins upon the arrival of certified teachers and homework activities will take place toward the end of the program day to meet federal and state guidelines. Teaching assistants will receive tutoring training to support this goal. The Lead Teacher and Program Coordinator will meet weekly with Grade Level Chairs to review grade level homework sheets. Students who do not arrive with homework will be placed on a technology based learning programs to work on core skills.5.6.c.1. Student Program: Literacy and Language Arts Enrichment: Full STEAM Ahead expects to increase the number of Liberty City Elementary students meeting state and local education standards through project based learning. The hands-on, kinetic reading and writing activities will connect children consistently to on task learning and higher performance levels. Writing, Reading, and Literature activities will be integrated through the other content areas and will meet state objectives of 75% of students meeting academic progress goals based on standardized assessments and grades. The Full STEAM Ahead Lead Teacher will organize reading and writing components into quarterly calendars aligned with school-day curricula and annual objectives. The student staff ratio will be 20:2 including a certified teacher and highly-qualified teacher assistant. Writing: Based on the analysis of the District Writing Pre and Post Assessments that are aligned to the Florida Standards, data indicates that students lack basic writing skills to publish strong opinion and informational writing pieces, it was determined that the Language Arts program will embed a variety of writing experiences to enhance the core curriculum during day school to provide a stronger foundation in the area of mechanics of writing and opinion and informational writing. Thematic learning Writing will take place across the curriculum using targeted evidence-based sources such as 6 Traits of Writing and Mastering the Mechanics lessons. The Lead Teacher has identified annual themes to guide the writing focus Year 1: Composition & Grammar, Year 2: Self-Awareness and Writing Conventions, Year 3 Informational/Explanatory and Opinion Writing, Year 4: Creative Writing, and Year 5: Narrative Writing . In return, students will be able to publish end products. Students will learn a variety of strategies to assist with writing and presentations through being presented a variety of modalities. Reading & Literature: Based on the analysis of the 2014-2015 Florida Standard Assessment in English Language Arts, data indicates that over 75% of the 3rd-5th grade students are not proficient in Reading. In order to increase proficiency we will embed a variety of Reading experiences to enhance the core curriculum during day school to provide a stronger foundation in the area of Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas. The Full STEAM Ahead program will use Project Based Instruction as the driving instructional format. Curriculum and instructional initiatives to be used includes: iReady computer based learning program, Readers’ Workshop, Writers’ Workshop, Brainchild Achiever computer based learning program, 6 Traits of Writing Instructional Programs, writing projects, tutoring, field trips which align to the objectives being taught, individual student research-based projects, and collaborative student research based projects. Other strategies include, planned read aloud time for emergent readers and differentiated content area reading programming to develop non-fiction reading skills. The Lead teacher will identify high interest books, culturally appropriate reading materials, and periodic “take home” book distributions to assist with the establishment of home libraries. Research indicates that delivering these strategies in small doses ensures students remain focused, help prevent early reading failure, and provides the basis for sound curricular decision-making for improved reading fluency and comprehension. (Armbruster, et al., 2003). It is expected that 75% of regularly participating students will improve their reading proficiency from Quarter 1 to Quarter 4 as measured by grades. (Standards: LAFS.K12.W.3.7, LAFS.K12.W.3.8, LAFS.K12.W.2.4, LAFS.K12.L.1.1, LAFS.K12.L.1.2 )5.6.c.2 Student Programs: Math and Science EnrichmentScience: In Science over 75% of the 5th grade students are not proficient. In order to increase proficiency we will embed a variety of Science experiences to enhance the core curriculum during day school to provide a stronger foundation in the area of Nature of Science, Earth and Space Science, Physical Science and Life Science. The Full STEAM Ahead program has selected, Science with a Twist (SWAT), Nutty Science, and Science Engineering Communications and Mathematics Enhancement (SECME) Science Workshops to appeal to multiple learning styles, align with FSA state standards, and provide assessments. These programs have been effectively implemented in minority dominant school settings. SECME uses a series of unique hands-on inquiry-based classroom curriculum enhancement activities based on Science, Technology, Engineering, and Math (STEM) subject areas, as well as, it has learning objectives which encourage the students to pursue STEM careers. These project based activities are aligned with FSA standards, ask students to define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Students will differentiate between an experiment and other types of scientific investigations by recognizing and explaining how science is grounded in empirical observations that are tested and proven. All curricula will synthesize math and science lessons with real world applications or inclusion in core subject areas. To increase the quality of science engagement collaborator Nutty Science will facilitate on-site science activities using a mobile, kid-friendly laboratory to provide opportunities for science inquiry for the targeted students population might not otherwise have access to. Additional science workshops will have students participate once in weekly SECME and Science-with-a-Twist activities identified by the certified teaching staff to integrate literacy and mathematics within a hands-on learning model. Students will engage in scientific inquiry using the Hands On Science resources program in which students and their families explore science and math concepts aligned to the FSA standards through real world lab experiences. Students will be required to complete high quality research based science projects that will be entered in a school and regional science fairs. Projects will include; scale models of STEAM based topics such as astronomy, engineering, and the animal kingdom; robotics and engineering; computer coding, gardening, research based posters illustrating the scientific method, and a variety of individual and collaborative, student selected science experiments. In order to expose students to real world experiences, field trip excursions supporting the science programming will include visits to Miami Dade College science laboratories, and to regional planetariums, zoos and animal parks, municipal gardens, Youth Fair exhibits, science museums, and science themed community events. Through unique and fun hands-on activities, we will provide youth with the tools and skills they need to think critically and act responsibly in their own communities and the world in which we all live. It is expected 75% of regularly participating students will improve their science proficiency from Quarter 1 to Quarter 4 as measured by grades. In order to connect to the school day, the 21st CCLC Program Coordinator and Lead Teacher will organize the math and science components into an annual calendar aligned with the teachers’ school-day curricula and objectives. The student-to-teacher ratio will be 20:2 which will include a flexible combination of 1 Certified Teacher, 1 Highly Qualified Teaching Assistant, and science project contractors, such as Nutty Science facilitators. (Standards: S.C.K.E-S.C.5.E, S.C.K.L-S.C.5.L, S.C.K.E\N-S.C.5.N, S.C.K.P-S.C.5.P) Math: Based on the analysis of the 2014-2015 Florida Standard Assessment in Mathematics, data indicates that over 58% of the 3rd-5th grade students are not proficient in Math. In order to increase proficiency the Reflex Math and Math Seeds programs will be implemented and facilitated by a certified teacher. They provide a structured curriculum on we will embed a variety of math experiences to enhance the core curriculum during day school to provide a stronger foundation in the area of Operations, Algebraic Thinking and Numbers in Base Ten, Geometry, Data and Measurement as well as, Numbers & Operations-Fractions. Students will also engage in real-world mathematical exercises that incorporate Florida Standards. These activities will require students to; solve multi-step word problems, use graphic representations as models; solve equations with a letter standing for the unknown quantity. assess the reasonableness of answers using mental computation and estimation strategies; rounding and justify their reasoning for solutions, use real life manipulatives, and engage in a math games.. Students will where possible. It is expected that 75% of regularly participating students will improve their math proficiency from Quarter 1 to Quarter 4 as measured by grades. (Standards: MAFS.K12.MP.1, MAFS.K12.MP.3, MAFS.K12.MP.4, MAFS.K12.MP.5, MAFS.K12.MP.6, MAFS.K12.MP.7, MAFS.K12.MP.8). In order to connect to the school day, the 21st CCLC Program Coordinator and Lead Teacher will organize the math and science components into an annual calendar aligned with the teachers’ school-day curricula and objectives. Personal Enrichment: According to research on personal enrichment, defined and promoted by the National Dropout Prevention Center/Network (2011), youth development activities should promote teamwork, leadership, build empathy, help manage anger, and help control impulses. Each child’s personal resilience can be built in the face of the many challenges they encounter. The Full STEAM Ahead Community Learning Center will provide a variety of opportunities for participants to engage in activities to meet these goals. Student centered 21st CCLC clubs will be established to engage students in a variety of unique social interactions. According to interviews with 21st CCLC 5th graders, suggested clubs are: Chess Club, Art Club, Dance Team, Music Club, Fitness Club, Choir, Band, Computer Club, Book Club, Math Club, and Fashion Design Club. Physical Education and Recreational Activities: Students will participate in SPARK Fitness, a fitness curriculum geared toward the improvement of physical fitness that is fun and engaging and a best-practice. Physical education will include kinetic activities such as Zumba Kids, tennis, theater games, basketball, soccer, track & field, and yoga. At least 75% of students will improve on their shuttle run speed test from Quarter 1 to Quarter 4 based outcomes of the Presidential Fitness Test. The student to staff ratio is 20:2, which will include a flexible combination of 1 Certified Teacher, 1 Highly Qualified Program Assistant, and contracted fitness service providers. Character Education: With over 400 area elementary students having excessive absences annually, (M-DCPS Report, 2016) the Liberty City area has been designated a high truancy area. Truancy often masks underlying factors such as bullying, neglect, or shame from academic failure. The Full STEAM Ahead program addresses these underlying issues and builds self-definition through character development based on the nationally tested Dade County Core Values curricula. The program incorporates 12 of the 15 recommended dropout prevention strategies, with a focus on aligning with school-day-in which a continuing process of evaluating goals, objectives and early warning systems related to school policies, practices, and organizational structures that are aligned with the school day; early Literacy Development; early interventions to help low-achieving students improve their reading and writing skills; family engagement that will have a direct, positive effect on the student’s achievement; tutoring that will utilize certified teachers and highly-qualified paraprofessionals to provide continuous academic support that is delivered with fidelity; and student centered activities, such as weekly student clubs, that are based on student input and interest. Dade County’s Character Education Core Values curriculum will be used to teach Core Values such as caring, honesty, respect and responsibility. Our partners, the Hosanna Community Foundation and Learning for Life, will provide curriculum and training on communication, problem solving, and strategies for stable relationships using group discussions, peer interactions, and game-like situations to accomplish learning objectives. Character development activities will occur weekly and student progress will be measured by student work products such as posters, brochures, scripts, and skits based on core values themes. By including these activities, 75% of students who regularly participate in character development activities will, demonstrate nonviolent strategies to manage or resolve conflict and demonstrate a greater capacity to avoid or reduce health risks based on performance based assessments and surveys (Standards: SP.PK12.US.20, SP.PK12.US.21, SP.PK12.US.21, SP.PK12.US22, SP.PK12.US2 Student Programs: Performing and Visual Art The Full STEAM Ahead program will utilize best practices for arts enrichment set forth by the National Arts in Education framework. According to a recent study from the President’s Committee on Arts and the Humanities (2011), arts education has academic benefits, and increases in student attendance and achievement in math and reading. Visual arts instruction can improve reading skills, and learning to play an instrument can give students a boost in math. According to the program evaluation data that revealed a need for improvement in the area of personal development and arts education, school leaders and 21st CCLC teachers have determined a therapeutic approach to visual arts to enhance outcomes. In response, Art Equals Love Foundation was recruited as a collaborator and contractor for visual art services and professional artist educator Allan Gore will be our teacher during year one of the grant cycle. According to the National Institute of Health (2010), art therapy will help stimulate student’s imagination with appropriate themes to correlate to math, science, and social studies curriculum. Exploring students’ creativity through art therapy also; helps expose them to hard work, practice, discipline, team work, and an appreciation of striving for a common goal; encourages students to explore their life experiences through personal creative expressions in a safe classroom setting; and taps into inner feelings to face and diffuse conflicts. Our 21st CCLC visual arts, dance and theater activities will incorporate literacy, science, problem solving, and conflict resolution through the creative process. Students will also learn to read music, play instruments. The Miami Music Project has been recruited as a collaborator to support the goal of providing on-going technical assistance, concerts, and music teacher networking to establishing a robust music program that will include a high quality band and choir using our currently available strings, woodwinds, percussion, and brass instruments. Sons of Maestro, an urban strings duet, were recruited as collaborators who will provide periodic lecture-demonstrations in classical and other music genres. We will purchase a piano lab to provide group piano lessons to increase opportunities for student to learn to read music. Performing and visual art activities will occur weekly and 75% of regularly participating students will improve their cultural awareness and performance art skills as measured by pre-, mid-, post-assessment. Student efforts will be presented during monthly showcases featuring, dance, theater, music and visual art. (Standards: MU.K12.C-MU.K12.S, DA.K12.C-DA.K12.S, TH.K12.C-TH.K12.S, VA.K12.C-VA.K12.S) A Day in the Afterschool Program: On a typical day, students are dismissed after having snacks in their daytime classroom and are met by 21st CCLC staff who picks them up and guides them to a classroom, dance studio, garden, athletic field, playground or cafeteria where sign-in and attendance takes place and students engage in brief, project based STEAM enrichment activities. Upon arrival of the Certified Teacher, tutoring, homework, and academic enrichment can begin, in accordance with 21st CCLC guidelines. On Wednesdays students will participate in clubs and in-school field trips as well as work with collaborators for extended periods in music, fitness, and science laboratory. On Fridays, students engage in student clubs, performance art, visual art, and fitness activities along with homework and tutoring time, keeping learning activities consistent and engaging throughout the program. After clearing desks and stacking chairs in activity areas, students are guided to the cafeteria to meet their family members for sign-out and dismissal. 5.6.d Adult Family Member Program Activities: Increasing family literacy and parental involvement is a major focus of the Full STEAM Ahead program. Family outreach will promote family learning while addressing the needs of all school stakeholders. The overarching goal will be to provide enduring family engagement opportunities that foster the positive development of the whole child through improved household wellness. Family Learning Center: The 21st CCLC program will continue with current collaborators such as the District’s Parent Academy and strengthen opportunities to increase collaborator engagement and input. The establishment of a Family Learning Center that will house community resources is a key deliverable to meet this goal. It is proposed that in 5 years, a one-stop service center for community parents will be housed at the school with strategies and resources in place to sustain operations beyond the grant cycle. The center will provide high quality service that supports parent efforts to maintain family systems conducive to academic achievement and overall development. The goals of parenting education are to strengthen families by providing relevant, effective education and support to encourage optimal environment for the healthy growth and development of parents and children. This program is consistent with current, validated research and information regarding child development and is based on best practices of parenting education and family support. (Literacy Changes Lives 2014: A new perspective on health, employment and crime Joe Morrisroe National Literacy Trust September 2014). As part of recent facility renovations at LCE, a space has been identified for a Parent Resource Center and it is expected to be combined with the 21st CCLC Family Learning Center activities. The Family Learning Center will have five (5) computer workstations available for use by parents, with resources for literacy and parenting, a resource library providing information on regional community services, activities, and events, as well as a community garden. Day-to-day operation of the Family Learning Center will be managed by the 21st CCLC administrative team on a rotating schedule. Family Learning Center initiatives include; 5 computer workstations, employment skills, entrepreneurship, business writing, home-to-school communications, financial literacy, leadership training, developing college bound students, and a mini-health fair. The program will also continue with monthly Family Literacy Nights where families engage in a variety of student presentations and family activities. According to evaluation data, 51% of our parents attended at least 2 Family Literacy events and 95% stated that the workshop and information was helpful. It is expected that 75% of regularly participating family members will improve their literacy skills as measured by logs and surveys. Literacy activities will align with STEAM writing initiatives and connect to real life skills such as resume writing and parent-to-school communications. Developmental and education research confirms that parental attitudes, styles of interaction, behaviors, and relationships with schools are associated with children’s social development and academic performance (Christenson & Sheridan, 2001; Phillips, Brooks-Gunn, Duncan, Klebanov & Crane, 1998). Family engagement resource collaborators include; Catalyst Miami Miami Dade County ACCESS Center Neighborhood Housing Services of South Florida (leadership training, home buying), Miami Dade College Meek Business Center, Family Resource Center, Farm Share, Omega Ministries, Hosanna Community Foundation, Institute for Child and Family Health, Miami Dade College North, Florida Health Department, Hands on Miami, Miami Police Department, and Miami-Dade County Public School’s Parent Academy.5.6.e. Staffing Plan and Professional Development: M-DCPS requires all staff to undergo Level 2 background checks and fingerprinting. Additionally, teachers require a college degree and certification, and non-instructional staffs need a high school diploma and 6 months experience working with children. The School Principal works directly with the Program Coordinator, Lead Teacher and Hourly Clerical to ensure program alignment with overall school goals. The principal also assists with staff and student recruitment, scheduling, budget oversight, and serves as a liaison for the school district and external evaluator. A degreed Program Coordinator provides day-to-day management of all 21st programs, serves as a liaison for collaborators, and is responsible for ensuring data is collected and submitted in a timely manner. This person is also responsible for; collaborating with grade level chairs and instructional coaches, attending EESAC meetings, grant management, program compliance, planning and implementing programs, facilitating events, staffing, supervision, evaluation, budget, parent engagement, student discipline, program reporting, administering assessments, records maintenance, Family Learning Center oversight, and attending mandated trainings. A Certified Lead Teacher will provide program support for the Program Coordinator by working directly with 21st CCLC instructional staff and collaborating with grade level chairs and instructional coaches to ensure instructional objectives are met. This person will also provide administrative support for field trips, materials; administer assessments, supplies, family engagement program planning and implementation, Family Learning Center operations, data collection, and student discipline. .Hourly Clerical: Will provide administrative support for all program areas. Will monitor attendance, order, store, and distribute materials and supplies, maintain records, gathering and uploading of deliverables to the 21st CCLC website, registration, enrollment, and Family Learning Center operations. Certified Teachers: Certified subject area teachers will provide instructional and tutoring services for students. Will assist Lead Teacher with afterschool curriculum development, create and implement targeted, project based lesson plans, and support program parent engagement efforts. Teachers are accountable for attendance and supervision of students during all activities and events regardless of where they occur. Teacher Assistants: Will support subject area teachers with student groups including classroom management, and supervising students during all program activities and events regardless of where they occur. Arts Enrichment Teachers: Contracted art professionals who will provide lecture, demonstration, and instruction in select artistic forms in alignment with program goals. Cafeteria Staff: Will provide cafeteria service during summer months. Tasks include; food management, cafeteria facility upkeep, data reporting, recordkeeping, and serving student meals. Hourly Security: Will provide support to secure the facility during 21st CCLC programs including signing students in and out, student discipline, and ensuring every person who arrives on the property are identified and cleared to enter. Professional Development: The Project Coordinator and Principal will attend the annual 21st CCLC state conference and M-DCPS district training sessions according to M-DCPS and state guidelines. Certified Teachers and Teaching Assistants will participate in site-based training a minimum of 2 times annually. Topics will include instructional strategies, classroom management, policies and procedures, and CPR. The current 21st CCLC Staff Handbook will be used to guide staff policies and procedures.5.6.f. Program Center: Liberty City Elementary School is a Miami Dade County Public School site. The school currently supports the needs of more than 400 students and there will be security guards in place to ensure safety. The 21st CCLC program will use to 6 classrooms, 2 computer labs, dance studio, music room, art room, playground, field, basketball court, 2 offices, family center, garden, and, a “cafetorium” with a stage and more than 200 person capacity.5.6.g. Safety and Student Transportation: All children transitioning from their daytime schooling to the Full STEAM Ahead program will be signed in by staff, and the attendance reviewed for accuracy. The student handbook follows M-DCPS policy and procedures. Adults are not allowed to enter the main building without being checked in by security and must be pre-approved by the child’s guardian and show identification to pick up students. Students are escorted by program staff during their daily movement through the building and to the outdoor areas. All adults Daily programming is at Liberty City Elementary School and all students are within walking distance of their homes. Guardians specify how students will be transported home on the application. Transportation will only be required for field trips, in accordance to district and state safety requirements. 5.6.8. Outreach and Dissemination: A variety of stakeholders were engaged in the project planning process that included a site based EESAC meeting with parents, students, community collaborators, 21st CCLC staff, the principal, and PTA representatives. Prior to the end of the current school year, flyers will be sent home and open enrollment will begin. Applications are in school enrollment packets and available for pick up and submission in the school front office. Open Enrollment takes place during Open House, P.T.A. and EESAC meetings, and announcements are posted on the website, school bulletin, P.A. and website. Priority Points: We are applying to receive priority points under Criteria 1.a and Criteria 2. ................
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