Elevate 21st Cclc nsite.com



Project Abstract 3.1 The Boys & Girls Club of North Central Florida (BGCNCFL) seeks to continue our 21st Century Community Learning Center (21CCLC) program which works with the Taylor County School District (TCSD) and adult family members on a shared goal, to elevate students to achieve a higher academic standard and increase responsible decision-making skills.?The year-round program is titled “Elevate” because of the TCSD’s motto & strategic plan “Elevating Education.”?The target schools, Steinhatchee School (SS) (30 K-5 students to be served in the Stingray Unit), Taylor County Primary School (formerly named Perry Primary) (TCPS) (60 PreK-2?students to be served in the Veteran’s Unit), and Taylor County Elementary School (TCES) (60 3-5 students to be served in the Veteran’s Unit) are Title I and 100% economically disadvantaged. TCES is a “C” school and SS is an “F” school.?The Elevate Program is housed in two separate units forty miles apart. Elevate is a year-round program open 5 days per week. Community Notice 3.2.a. The BGCNCFL informed Taylor County of our intent to apply prior to the release of the RFP through various formats. An Intent to Apply notice was first sent on May 1, 2019 and continued until July 9, 2019. The BGCNCFL has record of all notices. A formal Intent to Apply community notice was placed in several sources including Perry News Herald, the program website, City Hall bulletin board, Facebook, Instagram, and Taylor County Courthouse bulletin board. All community notices were in English and Spanish. A formal notice was sent on May 1, 2019 to the Perry City Council, Taylor County Board of County Commissioners, and the Taylor County School Board. Additionally, an Intent to Apply was sent to major employers, Constitutional Officers, and community stakeholders. Notice was hand delivered on 4/29/19 to the local private schools, Point of Grace and Next Generation Christian Academy. Point of Grace offered program input that was included in the Community Needs Assessment. The RFP will be on our 21CCLC website and available at the BGCNCFL administration office located at 918 N. Washington St. Perry, FL. 32347. Electronic or paper copies will be available upon request. A copy of the RFP was sent to all local governing bodies. Needs Assessment: 3.2.b. Needs Assessment Methodology: A needs assessment was conducted utilizing a tool developed by University of Kansas titled, “Assessing Community Needs and Resources.” Community needs was identified through both quantitative and qualitative data collection methods. Assessment results are summarized due to limited space. The primary data gathering phase included surveys distributed to parents, staff, school officials, stakeholders, and private school officials. A focus group of current 21CCLC family members were created to gather information and interviews of community members and stakeholders. These methods primarily sought perceptions of community needs pertinent to the 21CCLC program. Parents were also asked questions about their preferences for and likelihood of using program services. The secondary data gathering phase included compiling “observed” data based on the most recent academic, economic, and demographic data available. Sources include the U.S. Census Bureau (USCB), Bureau of Labor Statistics (BLS), Florida Department of Health (FDOH), Florida Department of Education (FDOE), America Community Survey (ACS), Florida Youth Risk Behavior Survey (FYRBS), The Taylor County School District (TCSD) data, and targeted schools School Improvement Plans (SIP). Qualitive Data: The need for a 21CCLC program was unanimous throughout the community. The perception of need ranged from ensuring students had a safe place to go afterschool to the need for additional academic support and personal enrichment; however, 98% of all respondents believe that 21CCLC program is needed to help students academically. Parents also expressed a need for counseling services. There was a strong emphasis from parents for academic assistance, especially homework assistance. Seven parents requested “dance”. The TCSD emphasized a need to assist in increasing school attendance as this is a district crisis. 17% of stakeholders named truancy prevention as the “greatest community need”. Drug prevention was second to truancy. The TCSD will refer students with one or more Early Warning Indicator (EWI), truancy, and students in the bottom 25% because they are “at risk.”Context & Poverty: Taylor County is a rural county with a total population of 22,220 (USCB). Taylor County is designated by the Governor as a Rural Area of Opportunity. This designation exhibits the financial strain of rural areas that have a large population of working poor and unemployed. The executive order states, “Certain rural communities are struggling to maintain, support or enhance job creating activity or to generate revenues for education and other critical government services such as infrastructure, transportation and safety; the challenges faced by these rural communities threaten their wellbeing and viability.” 42.2% of Taylor County residents are below 200% of poverty level (USCB). Taylor County is ranked 6th in the state for public assistance income per household. 19.2% of households in Taylor County receive food stamps. Gap/Need: Kindergarten Readiness/Preschool ServicesKindergarten Readiness is an area of serious deficiency in Taylor County. The Florida Kindergarten Readiness Screener reveal that 55% of kids entering kindergarten are not ready. Gap/Need: Core Subject Academic Assistance for Students of Targeted SchoolsSchool Grade ComponentTCEDSSFloridaELA Achievement49%36%56%ELA Lowest 25%39%*48%Math Achievement55%32%62%Math Lowest 25%30%*47%Science Achievement53%*55%The SIP reveals that students in the targeted schools are below state average in every category. The TCES SIP states the greatest area of concern is the lowest quartile in math and the data component that showed the greatest decline from the prior year is the lowest quartile in ELA. The SS SIP states math proficiency is the lowest trend and ELA learning gains dropped 44 percentile points. The TCPS noted the data component with the greatest decline was the “lowest 25%.”Subgroup Data TCES 2018WhiteBlackMulti-RaceELA Achievement55%33%41%ELA LG51%46%37%ELA Lowest 25%36%50%*Math Achievement60%43%51%Math Lowest 25%30%33%*Science Achievement61%29%50%Gap/Need: Additional Assistance for Black/African American StudentsDemographics According to the TCSD, the demographic breakdown of the student population of the target schools are: 64% white, 24% black, 1% Asian, 3% Hispanic, 7% mulit-racial, and 1% other. The current 21CCLC program demographics are: 72% black, 23% white, and 5% multi-racial. The Stingray Unit serves mostly white and Hispanic children from the SS. The Veteran’s Unit serves mostly black/African American students from TCES and TCPS. The graph is extracted from the SIP of TCES that shows an achievement gap for black students. All areas show a disparity except the lowest 25% in Math. All subjects must be addressed; however, the emphasis must be ELA and Science because that corresponds to the need. The TCSD shared the demographic information of the EWI of the targeted schools. The targeted schools are grades PK-5th and the pattern exhibits an increase of EWI’s as grade level increase. By 5th grade every black male (100%) in TCES has at least one EWI and 86% of black females have at least one EWI. Gap/Need: Academic Assistance for Students with Disabilities The TCSD shows a significant disparity in achievement for students with disabilities. Only 28.9% of students with disabilities achieved proficiency in ELA. 39.1% achieved proficiency in Math and 34.6% proficiency in Science.Gap/Need: Truancy PreventionTruancy: TCSD has the second highest truancy rate in the state. TCSD cites truancy as a key issue and seeks partnerships to eradicate high levels of truancy. The FDOE shows 26.5% of students have 21 or more days absent per year. Gap/Need: Drug& Alcohol Prevention through Responsible Decision MakingRisk Factors: The (FYRBS) indicated several high risk factors within the student population: 18.9% of high school students reported binge drinking-4th highest in the state; 21.4% of high school students using marijuana/hashish in the past 30 days-7th highest in the state; 14.4% of middle school students who have used alcohol in past 30 days-4th highest in the state. Lack of Services: Taylor County does not have a free summer or afterschool program, which makes the availability of services vital to the community. The local government does not have a recreation program. The academic and personal enrichment activities afforded to 21CCLC children generate immeasurable benefits for the students and their families. A loss of services would be detrimental to the community. Private School Collaboration: The BGCNCFL disseminates 21CCLC program information and seeks program input from both local private schools. Point of Grace (POG) is active in our 21CCLC program and we seek input from their leadership. The POG school treasurer sits on our 21CCLC Advisory Board and we received POG feedback in our community needs assessment. POG offers 21CCLC program information to their students. Next Generation Christian Academy does not offer program input, but receives 21CCLC program information and offers it to their students. We have served students from both private schools. Dissemination 3.3 The dissemination of 21CCLC information is an integral part of the evaluation and sustainability of the program. The dissemination plan ensures that information is understandable, concise, and clear. The plan disseminates information to (1) families, (2) targeted schools/stakeholders, (3) community, and (4) private schools. All information includes a description of the services and the program locations. The dissemination plan requires the Program Director to distribute information on a monthly basis (by the 10th) to engage interest and promote program buy in. Information will include promising practices and data-based program successes. Monthly information is broadcasted through our network of partners through e-mails, newsletters, website, and social media. Social media is employed as a means of disseminating information and we make program status updates each week on Instagram and Facebook. The monthly information will include, evaluation outcomes (internal and external), program updates, newsletters, social media posts, program flyers, and program calendar. The evaluation results will be summarized for mass distribution with full copies of all results available for interested parties. Website: The BGCNCFL houses a web domain for Elevate at through EZ Site Launch. EZ Site Launch allows for instant website updates from the website manager's page. This tool allows us to create a webpage in a matter of minutes with program and site information, program pictures, current project plans, information about the organization, events, or services. The site updates immediately. Current parent information and services will be posted and the webpage will have the RFP published at all times. The site will be updated monthly by the Program Director. The website will become active within one business day of award. A second website is housed at with all information in Spanish. 3.4 Targeted Population: Elevate will serve target 150 students who attend Taylor County Primary School (PreK-2nd) Taylor County Elementary School (3rd-5th) and Steinhatchee School (K-5th). Elevate will give priority to students with EWI, low income, truancy, or students with disabilities. To ensure students with the greatest needs are served, students with identified risk factors are given priority through a weighted intake form. Students are referred by school guidance counselors, Exceptional Student Education staff, teachers, and outside agencies such as the Department of Children & Families. Students are not required to be referred into the program. Parents may fill out the Elevate Intake Form and receive the same ranking based on targeted risk factors. See attachment ____ for Elevate Intake Form. The BGCNCFL has an Exceptional Education Teacher that will oversee program modifications for students with disabilities. Many students with exceptionalities need adaptive material. Elevate will provide adaptive materials such as, a Communication Kit for students with communication challenges, Classroom Fidget Kit complete kit, and full range of adaptive products for an inclusive learning environment. Additional training will be provided to ensure student with special needs are served according to their individualized needs. Recruitment: The current 21CCLC program keeps a waiting list and always exceeds our attendance goals because the 21CCLC program is such a critical need. The Elevate program will employ a recruitment plan to ensure students and families with the greatest needs are reached. The following recruitment strategies will be implemented: A presentation will be made at the Open House of all target schools, flyers will be sent home in the school welcome packets, flyers will be in the Exceptional Student Education office, 21CCLC program information tables will be set up at local sporting event, and 21CCLC PSA announcements will be placed in the Perry News Herald. Flyers will also be placed on our social media and website. The Education Specialist and Site Supervisors will provide documented weekly school outreach to stay in constant school contact and ensure students with the greatest need are referred to the program. Elevate will participate in the Shared Network where all social service agencies meet monthly to network and share services. This meeting opens the door to communications with other agencies for referrals. Elevate is active in the community and has a presence at various community events. Retention: Retention strategies are a critical aspect of the program. Each year, the Program Director creates a retention/attendance plan to ensure the program is running in an optimal manner consistent with the needs of our students and their families. One of the main focuses to ensure program attendance is to build meaningful connections with the students and adult family members. Relationship building with students is on the Elevate Professional Development Plan. The BGCNCFL exists to serve our students and families; therefore, they are treated with respect and dignity and their needs are heard. Twice per year, student and parent surveys are conducted to ensure program satisfaction and collect feedback to implement into the program structure. The 21CCLC Program is only effective with consistent attendance; therefore, families must commit to attending a minimum of three days per week to keep a spot in the program. Monthly rewards are given to students with perfect attendance. A program orientation is conducted at the start of the program year to explain the program approach and receive input from families. The success of the program and student attendance are intrinsically related to the academic success of their child. The main focus of the retention plan is to ensure that we continue to meet the needs of our families we serve as partners in their child’s education. The plan must evolve to meet the needs of our students/families. This approach has gained enormous results and the program maintains a waiting list. Students are called from a waiting by priority based on their intake score on the Elevate Intake Form. 3.5 Time & Frequency: Parents and students need a consistent schedule to effectively enhance the academic performance of 21CCLC students; therefore, Elevate is a year round program. The program runs for 180 after-school days from 2:45P.M.-6:00P.M.; 14 school holidays from 7:30A.M.-5:30P.M.; and 44 summer days from 7:30A.M.-5:30P.M. Daily, each student will receive 1 hr. (school year) 4 hrs. (summer) with a certified teacher with a one to ten ratio. Elevate will have 12 meaningful parent & child interactions while offering adult family member services with twelve PACT events. Elevate will have family services through Parent and Child Together Time (PACT). The National Center for Family Learning defines PACT Time as a dual- or multi-generational approach to learning that includes parents, children, and other family members in reciprocal learning in physical and digital environments. Such interactions can take place in the classroom, or in the community and can lead to positive language, literacy, emotional, and cognitive development of children (Jacobs, 193-213). Parents will be invited to attend parent events at registration and invitations will be sent home with students. Realizing the American Dream (RAD) Family Engagement Program: RAD, a PACT program, is a research-based, self-administered, professionally-developed series of classes for parents that gets results. RAD was built on the landmark Hoover-Dempsey & Sandler research model that explains how to get parents effectively involved in their student’s academic success. RAD helps parents understand the vital role they play in their child’s success in school, learn how to implement an academic success plan for their child and learn how to be a partner in their child’s education. The RAD Curriculum will be used during monthly parent events. 3.6 Program Evaluation: Independent Evaluator Identification and Qualifications: Identification of an independent evaluator took place through thorough research and recommendations. When identifying an independent evaluator, we considered important evaluation items that were relevant to the proposed 21CCLC program and that also met the 21CCLC RFP requirements. The required qualifications for the evaluator included extensive 21CCLC program evaluation experience, positive 21CCLC client testimonials, capacity to develop and carry out grant-specific evaluation plans with timelines, personnel availability, report writing and data analysis expertise, and data collection storage capacity. EduMatrix is a highly recommended and experienced company in 21CCLC program evaluation and has been identified to serve as the independent evaluator for this project. EduMatrix specializes in 21CCLC program evaluation specifically, and currently evaluates other 21CCLC programs in the state of Florida. The CEO 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 the Director of Program Evaluations, Program Evaluators, Senior Researcher, Senior Data Analyst, and other data analysis professionals. The EduMatrix team consists of Ph.D. tenured evaluation professionals and credentialed data analysis and reporting professionals which makes the company qualified to perform the 21CCLC program evaluation duties. Evaluation Activities and Proposed Timeline: Conducting evaluation activities in a systematic way using a timeline helps to inform our 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. Data Collection Timeline for the Elevate ProgramTimeframeType of DataSpecific DataData ReportingOctober and November 2019Baseline DataQuantitate Student DataDemographics, enrollment, attendance, participation, personal enrichment assessment scores, report card grades and adult family member data.Elevate Program Manager sends baseline data to evaluator in December 2019November 2019Baseline DataQualitative and Quantitative Student DataProgram documents including student files, assessments, data collection tools, meeting minutes and scoring rubrics.Interviews the Program Director, Site Supervisors, Teachers and Program Staff. Program observations and site visits including evaluator field notes from site visits, assessing student and staff performance, personal enrichment activities, and academic enrichment activities.Evaluator will review documents and program during initial site visit in November 2019January 2020 Mid-Year dataQuantitate Student DataUpdated enrollment, attendance, participation, personal enrichment assessment scores, report card grades and adult family member data.Elevate Program Manager sends mid-year data to evaluator in February 2020May 2020 End of Year DataQuantitate Student Data & Qualitative Program DataUpdated Report card grades, FSA ELA scores, FSA Math scores, Science State Assessment scores, attendance, personal enrichment assessment scores and adult family member data.Stakeholder surveys completed by an adult family member of the student, school day teachers of students, and students participatingElevate Program Manager sends end of year data and survey data to evaluator in June 2020May 2020End of Year DataQualitative and Quantitative Student Data andQualitative Program DataProgram documents including student files, assessments, data collection tools, meeting minutes and scoring rubrics.Interviews the Program Director, Site Supervisors, Teachers and Program Staff. Program observations and site visits including evaluator field notes from site visits, assessing student and staff performance, personal enrichment activities, and academic enrichment activities.Evaluator will review documents and program during site visit in May 2020Data Analysis and ReportingEduMatrix 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 December 2019 for completeness and level of student performance. The results of the baseline data analysis will be provided to the program so that they know which areas to target and focus on. Mid-year data will be analyzed in February 2020. The results of this data will be included in the Mid-Year Data Report deliverable prepared by EduMatrix and will show whether the students have made gains when comparing baseline and mid-year data 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 Evidence of Program Modifications based on Mid Year Data Report deliverable that EduMatrix will prepare in March 2020 on behalf of the program.End-of-year data will be analyzed in June 2020 and those results will be reflected in the End of Year Data Report deliverable (July 2020) and Summative Evaluation Report deliverable (August 2020), both prepared by EduMatrix. These reports 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 Manager 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. A data collection schedule and a data entry schedule are created by EduMatrix so that Elevate stays on track with data collection, entry and maintenance. 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) as a guide when analyzing the data. If discrepancies are found in the data, the evaluator will contact the Program Manager with data reliability concerns.Coordination of Evaluation Activities: EduMatrix will coordinate evaluation activities with the Program Director to ensure that the evaluation activities do not interfere with the normal flow of day-to-day program operations. Each evaluation activity will be coordinated with program staff, students, adult family members, and others so that the evaluation process is most effective.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, results of site visit reports, analysis of student data and grades, academic enrichment data, personal enrichment data, review of the curriculum used, 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 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 personal enrichment activities result in positive outcomes for program participants? (3) Did the program efforts to address academic enrichment 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 understand whether the program had any substantial impact in a variety of areas. The results will be used to help inform the program about any areas that may need improvement throughout the project year.Use of Evaluation Results and 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, 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 21CCLC 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. 3.7 Program Activities/Approach: Elevate will offer a broad array of program activities to support the academic and personal enrichment of each student. The 21st Century skills necessary to become successful are interwoven into all aspects of our program. Traditional classrooms accommodate students who learn well from lectures, listening, and writing notes. The afterschool approach is more inclusive to various learning modalities. Students who are unable to achieve in a traditional school setting may flourish in an alternate learning environment. Elevate compliments the regular school day with differentiated learning methods. Program activities are planned with an evidence-based, culturally responsive pedagogy. Elevate will have structured physical activities and incorporate personal enrichment into our academics as an effective, culturally responsive method of teaching. Researchers "found that learning contexts that included music and the opportunity for movement significantly enhanced the learning of many African American children from low income backgrounds.” Personal and academic enrichment are not mutually exclusive and may occur simultaneously. A cooperative environment is part of our culturally responsive pedagogy. Research states “African American students function better in loosely structured cooperative environments in which the teacher and the students work together.” Elevate employs a variety of methods to reach all gaps/needs identified in the Needs Assessment. All programs are culturally responsive, with various levels to accommodate all students. Elevate chose programs that allow accommodations for students with disabilities or programs created for students with learning disabilities. Sample programs include: Gap #1,2,3,4 Objective #2,6: Music Through the Curriculum (PK-5) Students will learn “Doubles and Doubles Plus One” with the “Highlife” rhythm from Nigeria. Students will practice math facts (counting, addition, & multiplication) through fun music patterns that require rhythmic movement. Gap # 2,3,4 Objectives# 2,4a: Math & Movement (K-5) is a kinesthetic multi-sensory approach to teaching math that incorporates physical exercise and cross body movements making it a culturally responsive curriculum. The program uses floor mats that allow children to practice skills while using visual, auditory, and kinesthetic learning modalities. Gap# 2,3,4 Objectives# 2,4a: Math for Love (K-5) provides time for exploring conceptual models and sets the educational framework to make connections to abstract reasoning by giving opportunities to work with concrete models. It is designed to help teachers build a classroom environment that students engage in “doing math” and “thinking math”. ?Rooted in the growth mindset philosophy, students will learn from mistakes and commit to working on learning how to be good at math. With our guidance and through exploring, building, and playing students will learn to struggle and persevere, take risks, learn from mistakes, and share ideas. Gap# 1,2,3,4 Objective# 1,2,3: Learn Thru Movement PreK STEAM (PK) Comprehensive curriculum covers the alphabet, colors, building number sense, counting to 10, counting to 20, animal identification, addition and subtraction stories, shapes, and matching and sorting objects. Gap# 1,2 Objective# 1,4a: The Fast Track Phonics (PK-2) is a fast-paced, systematic phonics program that builds students’ skills in phonemic awareness, letter-sound correspondence and word-level blending and segmenting.Gap# 2, Objective# 1,4a: Reading Wings (3-5) is a research-based reading curriculum that targets the needs of students reading on a second- through sixth-grade level who have successfully learned to decode but need to develop more sophisticated reading skills.Gap# 2 Objective# 1,4a: AfterSchool KidzLit (PK-5) is a reading program known for its promotion of literacy, thinking skills, and support of social and emotional development. KidzLit develops reading skills and competencies, motivates students to read for enjoyment, develops the capacity to think critically and increases kids understanding of themselves and others in order for them to make better choices. Gap# 2 Objective# 1,4a: WRiTE BRAiN BOOKS (K-5): Students collaborate in groups to write and donate a co-authored book, then each writes independently, receiving copies of their self-authored books. It is highly scaffolded and meets each student where they are academically. Gap# 1,2,3,4 Objective# 3:Science Explorer: (PK-5) is a collection of hands-on, inquiry-based experiments that uses the scientific approach and helps to develop problem-solving skills by blending academic content with curiosity-building activities. Gap# 2,3,4 Objective# 3: AfterSchool KidzScience (K-5) is an inquiry-based science program that is divided into several areas of science—green, life, physical, forensic, and Earth and space—and each area offers an activity kit that includes instructions and materials. Gap# 2,3,4 Objectives# 1,2,3,4a: MindWorks (K-5) is developed by a team of experts specializing in learning styles and brain-based learning. All lessons are designed around the components of brain-based learning, the 21st Century Framework, and best practices in education. The curriculum teaches reading, writing, math, science, social studies, and art.Gap# 1,2 Objective# 1: Scratch/Scratch Jr. (PK-5) allows students to create their own interactive stories, animations, and games through computer programming language. In the process, they learn to think creatively, reason systematically, and work collaboratively. Gap# 5,6 Objective# 5: Positive Action (PK-5) is a prevention program that is easily implemented and was rated effective by the National Institute of Justice and the Office of Juvenile Justice and Delinquency Prevention. The American Journal of Public Health Volume 99 number 8 2009 article titled Use of a Social and Character Development Program to Prevent Substance Use, Violent Behaviors, and Sexual Activity Among Elementary-School Students in Hawaii stated “Although numerous school based prevention programs exist, the Positive Action program is one of the few that demonstrated substantial effects on multiple negative behaviors”. Positive Action is grounded in a broad theory of self-concept. Positive Action is social emotional learning that addresses diverse problems, such as substance use, violence-related behavior, disruptive behavior, and bullying. Positive Action Counseling curriculum will be conducted by our social worker for students who need additional support. Gap# 1,2,3,4 Objectives# 1,2,3,4a: Homework Assistance/Stations: A critical component to supporting the regular school day is homework assistance. Elevate offers small group homework help which improves study habits, self-discipline, and independent problem-solving skills which in turn improves attitudes towards school. Students without homework are provided interactive learning stations. The stations approach allows teachers to work with students that need more intensive instruction while all students are academically engaged. Each grade has skill specific hands on stations that employ a wide range of learning modalities to accommodate various learning styles and abilities. A comprehensive set of stations support the full range of standards and learning styles for each grade. The stations change from week to week to support the specific standards of the regular school day and are a differentiated learning approach that allows students to engage in collaboration, problem solving, and discussion around academic concepts. In order to maintain interest among students, diversity in activities is key. In the book, “Teaching with the Brain in Mind,” Eric Jensen stated that the best way to get and hold the brain’s attention can be as easy as changing location. With this in mind, stations are located in different areas of the classroom. Classroom are set up in such a way that students move through the stations during their time with a certified teacher. Sample Stations:StationsDescriptionGap/ObjectiveMango Math (K-5)Hands-on, game-based curriculum organized by the five main math strands with games that align to the Common Core state standards.Gap #2,3,4Objective #2Differentiated Math & Literacy Centers (K-5)Provides 3 levels of the same content with hands-on manipulatives. Gap #2,3,4Objective #1,2VersaTiles Literacy & Math Kits (1-5)Contains standards-aligned content in an exciting format that encourages students to explore through hands-on games and puzzles.Gap #2,3,4Objective #1,2Kindependence Language & Math Kits (PK-K)Standards-based activities kits that offer 15-minute self-checking activities.Gap #1,2,3,4Objective #1,2Learning Palette Math & Reading Resource Kits (K-3)Provides self-correcting games that cover a wide range of grade level concepts. Gap #2,3,4Objective #1,2Kinesthetic Reading Kit(PK-5)Relies heavily on images which can be “snapped” instantly and stored in visual memory and on body motions and hands-on activities that keep the kinesthetic learner actively engaged in learning. Kinesthetic Reading Kits accommodate children with problems focusing.Gap #1,2,3,4Objective #1Easy-for-Me Reading Kits(PK-5)Makes learning to read possible for many types of learners through a completely multisensory learning experience. Symbols are embedded in pictures, hands-on activities reinforce all concepts, practice with visualization strengthens the visual learner, and stories that teach concepts - all work together to enable right brain dominant, visual learners, dyslexic children, developmentally delayed and other struggling learners launch into reading.Gap #1,2,3,4Objective #1SnapWords Kits (PK-3rd)Blend visuals, movement, and storytelling to engage children of any learning style. SnapWords Kits are effective learn-to-read strategy for children with unique learning abilities such as ADHD, Down syndrome, dyslexia, autism, Asperger’s, auditory processing, and othersGap #1,2,3,4Objective #1Gap#5 Objective# 9: Check & Connect (PK-5) is an evidence-based intervention used with students who show warning signs of disengagement with school. The Office of Justice Programs named Check & Connect as a “model program with promising evidence” for reducing truancy. “About 65% of Check & Connect students who were referred before their absences exceeded 25% of the school year were successfully engaged (defined as 0-1 days absent per month), with no incidences of course failures.” We will use our AmeriCorps members to assist with the Check & Connect program. Check & Connect is a trusting relationship between the student and trained mentor who both advocates for and challenges the student to keep education salient. Every 21CCLC student will receive a Check & Connect mentor through our AmeriCorps program. Each AmeriCorps member will have students they mentor. Mentors connect with students through personalized interventions to help students solve problems, build skills, and enhance competence. Every week, mentors must check on their mentees and document all absences, tardies, behavioral referrals, and grades. The data will be aggregated and used as a 21CCLC program guide. Gap# 5 Objective# 8,9: Adult Family Member Services:We will have 12 family PACT events. Events will utilize the RAD curriculum and the Parenting Series on Attendance from the Parent Institute. Adult family member activities are selected based on parent surveys, community surveys, and school data. Each program will have a sign in sheet as documentation of participation. The first program will be an orientation and have a RAD session and program surveys. The last parent program will be an end of year showcase. Two Attendance programs will have a health care focus because chronic absenteeism is often linked to illness, especially asthma. “Childhood asthma has been identified as the leading cause of school absences.” Christina Weed BSN will conduct a session on self-management skills for asthmatic patients. The Taylor County Health Department will conduct a program on ways to prevent illness. The Education Specialist and Social Worker will conduct the Parent Sessions. Parent attendance is enhanced through child showcases, gift card drawings donated from local businesses, and football events. Parent events will include “game nights” hosted by the Taylor County War Eagles football team. 3.8 Experience: The BGCNCFL has managed 21CCLC grants over the last 15 years. The BGCNCFL holds several grants and has never been disbarred for mismanagement. The management team has experience with fiscal management, curriculum development, professional development, data collection and analysis, and program effectiveness monitoring. The management design ensures strong oversight, quality assurance, program implementation and evaluation, planning, risk assessment, and financial controls and accountability. Grant compliance is achieved through well-coordinated systems, two party checks, and clear roles and responsibilities. Each staff member knows their requirements, required documentation (including timelines), and grant goals and objectives. The BGCNCFL currently manages three separates 21CCLC grants with outstanding success. We manage other federal grants through the Office of Justice Programs, Head Start, United States Dept. of Agriculture, AmeriCorps, and state grants through Child Care Food Program, Project Learn, and 4 Department of Juvenile Justice (DJJ) grants. The BGCNCFL was monitored by 21CCLC in 2019. The monitoring was successful with only one note. The monitoring note was that the BGCNCFL travel policy was not as detailed as the state travel policy; therefore, the BGCNCFL updated our travel policy on July 17, 2019 to mirror the state policy. We were monitored by DJJ and AmeriCorps with no findings. The BGCNCFL’s independent audits demonstrate our financial integrity and grant compliance. The Board of Directors understands the importance of financial oversight and demands transparency and strong internal controls. The Board Treasurer and President are the only two individuals that may sign checks ensuring board approval of every expenditure. The BGCNCFL uses ARMA International’s Generally Accepted Recordkeeping Principles as its guide to ensure good practices for information governance. The seven principles encompassed are: Accountability; Transparency; Integrity; Protection; Compliance; Availability; Retention; and Disposition. Our recordkeeping policies encompass all seven principles. The BGCNCFL Board of Directors (BOD) is a distinguished group with a wide array of professional and government expertise. The Board President is City of Perry Chief of Police, James Cruse; Vice-President is Wal-Mart Store Manager, Melissa Allen; the Treasurer is the Finance Director for the City of Perry, Penny Staffney; and the Secretary is Vice-President of Capital City Bank, Angela Wilson. Other members: Hope Demps Attorney at Law; Scott Mixon, Public Relations of Georgia Pacific; Mary Lescher, Chief Operations Officer of Doctors Memorial Hospital, Dennis Knight, Veteran’s Service Officer, Chris Clark, Manager of Citizens Bank, and Glenda Hamby, retired Taylor County School District Superintendent. The Executive Director serves as the Program Manager (PM) and has successfully managed four 21CCLC programs since 2012. The PM, Emily Ketring has a B.S. in Human Services. She holds a Child Care Directors with VPK endorsement credential through the FL. Dept. of Children & Families and a Florida Certified Prevention Specialist credential # CPS100002. A Florida Certified Prevention Specialist (CPS) is recognized to have completed training and have demonstrated core competency through supervised on-the-job experience and passing a rigorous exam to demonstrate knowledge in the core areas that are applicable to the 21CCLC Program. The core areas are: Planning, Evaluation and Needs Assessment, Prevention Education & Service Delivery, Communication, Community Organization, Public Policy & Environmental Change, and Professional Growth & Responsibility. The PM leads the internal data evaluation. The PM has a diverse work history that ranges from business owner, grant coordinator, social service provider, to elected official. The PM was City of Perry mayor from 2005-12 and was ultimately responsible for legislative oversight, finances, and city operations. The Assistant Director serves as the Program Director (PD). Teresa Compton worked as a Florida educator before she joined the management team of the BGCNCFL for the last 14 years. She holds a B.A. in Elementary Education. In 2005, she became a 21CCLC Site Supervisor where she gained experience implementing and managing a 21CCLC program. The PD entered senior manager due to her exemplary management and oversight skills. She manages and monitors all program operations. Her education background mingled with her 21CCLC knowledge offers strong insight into monitoring 21CCLC programming. The PD uses program data to support ongoing program improvement to create high quality 21CCLC services. The Education Specialist (ES) holds a B.A. in Early Childhood Education and was 2014 TCSD Teacher of the Year. The ES taught in the TCSD for 15 years and has 8 years’ experience working in our 21CCLC programs. The ES is the school liaison and uses school information to organize, implement and supervise curricula and educational programs. She collaborates with district administrators as well as teachers in order to best align after school curricula with related district/state requirements and 21CCLC objectives. She discusses the individualized needs of struggling students with their regular school day teacher and incorporates it into the program. The Social Worker, Chelsea Williams, holds a B.S. in Social Work and has worked in our 21CCLC program for 5 years fostering strong relationships with students and family members. Evaluation results become the program guide. The PM as a Certified Prevention Specialist, has “demonstrated proficiency and yearly professional development on program evaluation.” The PM creates the data collection plan at the beginning of the grant year that includes timelines, data to be collected, and responsible parties. The Elevate Data Collection Plan entails all data collection outlined in the evaluation section of this RFP, monthly attendance, and weekly Check & Connect reports. After data collection, the PM aggregates and interprets the data and works with the external evaluator on necessary programmatic changes based on data results to ensure grant goals and objectives are achieved. Data deadlines are managed through our Work Management Software to ensure deadlines are not missed. The Program Director (PD) manages programmatic changes based on data analysis to improve outcomes. Partnership Experience: Carmina Long holds a certification in Emergency Management and Homeland Security from Florida State University. Carmina wrote our Emergency Operation Plans (EOP) and assists with the training and program drills to ensure the safety of all 21CCLC students. Christina Weed, Registered Nurse with over 20 years’ experience will conduct an asthma management session. 4-H has decades of programming experience. 3.9.a. Staffing Plan: All staff hired have their qualifications verified, work references checked, E-Verified, and level II background checked through the FL. Dept. of Children & Families. The BGCNCFL has a Human Resource Specialist who ensures staff are qualified, verified, and trained. We use human resource software that tracks all professional development timelines to ensure timely completion. All staff receive CPR and First Aid training. Staff must go through the onboarding process that is detailed and comprehensive to guarantee staff understand expectations, how to manage student safety, and grant objectives. The organization does not have familial relationships in need of disclosure. Elevate has a Program Director who is responsible for the overall operation of the 21CCLC program. The Education Specialist serves as the Collaboration Liaison for the targeted schools. Our Human Resource Specialist is responsible for working with Site Supervisors on accurate data & attendance collection. A Program Manager who aggregates and interprets data and maintains data in the BGCNCFL Administration Office. Each location has one Site Supervisor with more than five years’ 21CCLC leadership experience. We have a certified ESE teacher with three years 21CCLC experience; a Check & Connect Coordinator with ten years 21CCLC experience; and a Social Worker with six years 21CCLC experience. We also have a Safety Manager. Elevate has certified teachers, paraprofessionals, non-instructional staff, and AmeriCorps members. Each staff member is qualified per their position. Paraprofessionals must have a two-year college degree or a paraprofessional exam; non-instructional staff must be at least 18 years old with a high school diploma or equivalent. 21CCLC educational programming are led by certified teachers with one to ten ratios. Personal enrichment activities require one to twenty ratios, but some ESE students require lower ratios. 3.9.b. Professional Development: Elevate has a strong and organized Professional Development Program (PDP) that is comprehensive and adaptable. The PDP requires a minimum of 40 hrs. of documented professional development per year. There are yearly required trainings that are mandatory for all staff members regardless of position. Yearly trainings topics include Mandatory Reporting, Policies and Procedures, Staff Expectations, Emergency Operations Plan, Disease Control, Ethical Conduct, Sexual Harassment, Blood Borne Pathogens, Civil Rights, ADA, Confidentiality, Grievance Procedures, Incident Reporting, and Student Safety. The PDP is constructed based on the program approach, curriculum, serving students with disabilities, relationship building, and staff/teacher individual needs. The PDP is learner-centered, performance-based, and results driven. All trainings are conducted by qualified trainers with degrees in the content area of training. Trainers have received “Train the Trainer” training to ensure effective training delivery. Curriculum specific training will be conducted by the curriculum company to ensure curriculum fidelity. Program approach, such as Culturally Responsive Teaching training will be conducted by content experts. 3.10 Facilities: Elevate has centrally located facilities to operate a state-of-the art 21CCLC program. The Stingray Unit is on the Steinhatchee School campus and Veteran’s Unit is housed within .5 miles of the targeted schools and .25 miles from the courthouse. The locations make the Elevate program convenient and accessible to students and family members because most students live within a three-mile radius of both facilities. All facilities are ADA compliant and meet DCF and Department of Health safety and health requirements. All facilities are secure with fenced recreational areas and secured access points. Veteran’s Unit is housed on a three-building complex with a total of approximately 11,000 sq. ft. The main building was built in 2015 with an indoor recreational and dining area and five classrooms. Each class is housed with computers and a reading corner with age appropriate books. The second building houses two more classrooms, with the final building offering another classroom area. All buildings have locked closets to protect inventory. The complex offers a secure center with restricted access points and fenced outdoor recreational area including a playground and a field complete with soccer/football goals. The Veteran’s Unit is DCF exempt, but we are in the licensing process. The Stingray Unit has three portables for exclusive 21CCLC use. The portables offer classroom space for 21CCLC activities equip with computers. Each portable is 1,500 sq. ft. 21CCLC equipment and resources are secured in locked closets. The school gives us access to the gym, playgrounds, library (media center), and cafeteria. The Stingray location is exempt from DCF because it is located on school property. 3.11 Safety & Student Transportation: Student safety measures are imbedded in all aspects of the program. The BGCNCFL has a Safety Committee that meets on a monthly basis to ensure the strongest safety measures are implemented. The Boys & Girls Club of America created national Club Safety Standards, a Club Safety Guide, and Club Safety Assessments. These are comprehensive resources that guide safety standards within the context of afterschool. The Site Supervisor must complete monthly site safety checks and fire drills. The Perry Police Department conducts site safety checks. The Emergency Operations Plans are created by a certified Emergency Manager. Additional procedures for student safety include: (1) crisis response plan, (2) medication and first aid, (3) outdoor safety, and (4) off-site field trips. All volunteers and employees undergo Level II criminal background screenings according to FL Statute 1012.32. Comprehensive safety training is part of the yearly mandatory training. Student Arrival: Students attending Veteran’s Unit are bussed from their schools. The Taylor County School District ensures transportation safety by following the State Board of Education Rules and Florida Statutory requirements applicable to student transportation. A 21CCLC staff member will ride the bus to ensure student safety on each bus. The TCSD shall bus all students to the entrance of the 21CCLC program site. 21CCLC staff wait outside for the arrival of the students to ensure supervision the moment the students step off the bus. The Stingray Unit is located at the Steinhatchee School site. The Site Supervisor and 21CCLC staff walk students from their school dismissal to the 21CCLC program site, never leaving students un-supervised. Once student enter the 21CCLC program site they are entered into the 21CCLC online attendance application system. Students Dismissal: Students are under supervision until they are picked up at the end of the day by their parents or other authorized adult. Each student must be signed out of the online attendance application by an authorized adult the moment they leave the program. 3.12.a Partnerships: The BGCNCFL provides a snack and dinner for after-school days and lunch and snack on holidays through the Child Care Food Program. During the summer, we provide breakfast and lunch through the Summer Food Program. We provide business sponsored snack during summer. We have partners that financially donate to support educational programming. We have partners that pledge in-kind contributions such as Christina Weed, BSN who will provide a parent seminar on asthma management, Carmina Long provides yearly updates to our Emergency Operations plans, and Perry Police Department provides site safety reviews. We have program partners such as 4-H and the Taylor County Health Department. AmeriCorps provides 27 mentors that assist in 21CCLC program implementation. All 21CCLC sites have DCF ACCESS, allowing families to apply onsite for public assistance. 3.12.b. Collaboration: Elevate is designed and carried out in collaboration with the regular school day. Site Supervisors visit target schools at least once per week. The district recognizes the importance of the 21CCLC program and sees it as a district asset. To ensure program success, an Education Specialist (ES), who is a certified teacher, will act as school liaison and assigns and plans all educational program activities. The regular school day will be the impetus for every after-school activity. The ES is the school liaison and plans all activities to compliment the regular school day. The ES meets with regular school day teachers, school administration, and the ELA and math coaches to strategically plan activities that reinforce concepts and standards our students are struggling to understand. 3.12.c. Sustainability: The BGCNCFL is a non-profit approaching its 30th year in a poor rural area; therefore, we rely on partnerships, fundraising, and grants to remain in operation. The Elevate Sustainability Plan employs (1) fundraising, (2) in-kind services, and (3) other grant funds to sustain the 21CCLC program. The partnership table demonstrates all three aspects of our plan. The 21CCLC Advisory Board establishes sustainability goals with timelines and staff responsibilities to ensure long-term sustainability. The Advisory Board meets once per quarter and evaluates the sustainability plan progress and makes plan modifications as needed. ................
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