PROJECT ABSTRACT (FIXED REQUIREMENT)
The proposed 21st CCLC program, Westside’s Night Alive (WNA), was developed by community members, business partners, school staff, and parents to fill the void that exists during the after-school hours in the school community and to enhance the lives and opportunities of disadvantaged communities. WNA provides a wide variety of creative, engaging, and educational programming designed to both support and extend the academic and personal enrichment of participating students and their families in Volusia County. This proposal is submitted in partnership with Westside Elementary School, the Center for Assessment, Strategic Planning, Evaluation and Research, Volusia County Schools, the Volusia Literacy Council, the YMCA, and Food Brings Hope. WNA serves 190 “at-risk” students in a high crime rated, low income, and academically depressed area of Daytona Beach. The program will provide afterschool academic and enrichment opportunities five days a week during the regular school year and a six week, full day summer program. WNA will also provide education opportunities, activities, and enrichment programs to adult family members and the community. The Westside’s Night Alive intended outcomes include student academic improvement, enrichment, and success; (2) adult education and enrichment; and (3) the reinforcement of the concept of “community.” Throughout the narrative, responses are presented in the order of criteria (when possible) to aid in the review.
5.2 NEEDS ASSESSMENT (7 POINTS)
Using a comprehensive needs assessment and the most recent data available, a high-need elementary school in Volusia County was selected for the proposed 21st CCLC program. In addition to district and school data, needs assessment surveys were created to collect feedback from those that would benefit most from the proposed WNA program: students, families, teachers, administrative school staff, community members, and all private schools within a 20-mile radius. These surveys measured the need for an afterschool and summer program in the community, the issues facing students and families in the area, and parent services needed. Teachers and school administrators identified the need for parent involvement and a lack of student engagement during the school day. It was noted that many students are lagging behind academically and that academic afterschool would be beneficial in closing this achievement gap. District wide, 57.8% of children age 11 and under in living below the poverty line (NE Florida Counts, 2016). In addition, the county has a high obesity rate, with 27.3% of the school-age population and 58.1% of the adult population characterized as overweight or obese (FL Dept. of Health, 2014). High poverty is compounded by the fact that the majority of adults have not completed college (79%) (Census, 2014).
Needs of Working Families: The targeted community is primarily composed of young working families, with over 27% low-income families being single-parent (NE Florida Counts, 2016). This creates a high-order need for safety and security of children during afterschool hours. To support working families and provide services when these children would be home alone, the program will operate until 6:15 pm 5 days/week in addition to offering a six week, full day summer program. WNA put out a needs assessment to the Westside community and families. The survey results indicated a unanimous need for afterschool and summer services. 100% of those surveyed indicated that while they recognize the importance of afterschool are in need of these services they are financially unable to pay for them should the proposed program go unfunded. Currently, no other free afterschool program exists. Furthermore, the survey results showed that without the WNA program, students would be unable to participate in enrichment opportunities or receive the academic assistance they need. Parents indicated a need for parent trainings specifically around reading to become better adult readers and math skills to better assist their children with homework.
Student Academic Needs: The 21st CCLC program proposes to serve Westside Elementary School, a low-income, “at-risk”, C-rated school in Volusia County. According to the National Assessment of Educational Progress (NCES, 2011), only 16% of low-income students score at proficiency in reading and math, compared with 44% of students above poverty. Impoverished students are twice as likely to repeat a grade, be expelled/suspended, or drop out. As shown in Table 1, the targeted school does not reject these findings, with a large proportion of students in this school failing to meet high standards on standardized assessments. Indeed, in most instances, targeted students within this school are below state averages (FDOE, 2012).
Table 1: Progress of Targeted Students on State Achievement Standards
School Name (Site) % Meeting High Standards # of Students # of Teacher Ratio
Read Math Science
Westside Elementary 41 66 39 529 41 12.9
State of Florida 58 61 58 -- -- --
Table Source: Florida Department of Education (2014)
Disproportionate Student Demographics: In addition to academic performance, the targeted school is also disproportionate in ethnicity and poverty. While the racial/ethnic composition of most Volusia County schools are consistent with the overall county (81.2% white, 12.7% Hispanic, and 10.8% Black), the vast majority of students at the targeted school are from traditionally-defined minority groups and qualify for Free or Reduced Price Lunch (Table 2). While minority and poverty rates are not inherent needs, this disparity combined with low performance at this school indicates an achievement gap that requires attention and resources to address.
Table 2: School-Based Data on Proposed Program Location
School Name (Site) Minority Rate Race / Ethnicity Special Need Free / Red. Lunch
Black Hispanic White
Westside Elementary 81% 69% 4% 19% 18% 94%
Table Source: Florida Department of Education (2014-2015)
Adult and Parent Needs: It is widely recognized that students require the support of adult caregivers to maximize their potential in school. Research has supported Epstein’s typology (Kreider, 2000), showing the importance of parenting skills, communication, volunteering, teaching at home, decision making, and collaborating with the community. Unfortunately, research also shows parental involvement is negatively impacted by each of the identified needs (Sacker et al., 2002). Within the targeted community, over 27% are single-parent households where the sole parent works. Their jobs are often lower paying due to nearly 79% being without a college degree and 12% without a high school diploma (Census, 2014). Activities are proposed to help address the needs indicated in the needs assessment to ensure parents become partners in their children’s education, including (1) enhancing communication, (2) implementing parent workshops, and (3) helping parents advocate for their child.
Addressing Needs: 21st CCLC funds have made it possible for WNA to serve the students and families in the proposed target community for the last ten years. During this time the program has become a cornerstone for the community. Parents have come to rely on the safety and quality of WNA’s afterschool and summer programs. One of the goals of the 21st CCLC program is to continue activities beneficial to students and their families after the five-year period is over. WNA has proven their ability to develop, nurture, and maintain partnerships within the community they serve. Even with decreased funding in years three, four, and five WNA demonstrated the strength of these partnerships in that they were able to maintain, and in some in cases, increase the services provided to students and families. Being a part of this community, WNA has first-hand experience of the impact the program has had over the years and the importance of its continuity.
Local families, school administration, all private schools within a 20-mile radius, and students were given a needs assessment survey in preparation for this proposal. Feedback from these surveys along with WNA’s experiences in serving this community helped facilitate drafting this proposal. This program has been created to specifically address each identified need (1) academic remediation to address student academic progress particularly in the areas of reading, math and science; (2) nutritional and physical education to address obesity rates and poor health outcomes; (3) visual and performing arts education to address community awareness; (4) service learning to enhance community awareness; (5) character education to address poverty rates and commitment to education; and (6) parent services to address educational levels and parenting skills. Ultimately, this project focuses on students with the greatest needs and potential for growth. The most current data were used to establish needs.
5.3 PROGRAM EVALUATION (15 POINTS)
5.3.a Evaluation Plan: This 21st CCLC proposal is firmly rooted in a commitment to continuous improvement of operations, services, and outcomes. The cornerstone is a logical process of planning, data collection, analysis, reporting, and refining. As such, evaluation will include three connected elements to help ensure the 21st CCLC model is effective, efficient, and sustainable: continuous improvement, formative evaluation, and summative evaluation. Ongoing evaluation will be conducted using the Continuous Improvement Model (CIM), a quality-based approach used within educational settings and particularly effective for reducing achievement gaps between student subgroups. The model focuses upon individualized assessment using both formal (e.g., surveys) and informal (e.g., meetings) techniques to guide incremental changes within ongoing services, adopt new ways to improve and measure outcomes, discontinue or adapt activities that have no value, and increase emphasis on program objectives and outcomes. The immediate and individualized feedback provided through CIM is particularly important for implementation of this 21st CCLC model to help guide and ensure the highest impact for each student.
Evaluation will also be conducted through formative and summative evaluations, both of which incorporate elements from the CIM process and provide formal reports about processes and outcomes. The evaluation process will provide a structure for (1) generating information needed for ongoing program/activity refinement, (2) assessing progress in meeting outcomes, (3) documenting and analyzing how the model works in practice, and (4) documenting and analyzing changes in targeted student’s actions, attitudes, knowledge, and performance. The school has committed to providing necessary data on active 21st CCLC students, including attendance, behavior, grades, and other data to support this program.
Formative Evaluations will be completed no less than two times per year (mid-year and summer), with additional interim evaluations completed after on-site visits. Each formative report will include a review of operational accomplishments and challenges (e.g., staff, student recruitment/retention, partner board, etc.), actual versus proposed operation, objective progress, and recommendations for addressing any challenges. Summative Evaluations will have additional information on overall program outcomes and more detailed information about those activities and operations with the greatest impact and success. The purpose of the summative evaluation is aimed at recording and developing a model that can be applied in other settings. Summative evaluations will include all elements of program operation; activities; enrollment and attendance; measures of academic performance; federal teacher impact surveys; student and parent satisfaction surveys; feeder schools; staff information; and partnerships. Recommendations for program refinement will be based on both quantitative and qualitative data collected to assess progress on objectives. Focus groups with providers, school staff, students and parents may be conducted to collect additional qualitative and satisfaction data to help inform evaluations.
Feedback and Debriefings: The process for sharing evaluation findings is an integral part of the evaluation plan, as it represents the primary method for using results to refine, improve, and strengthen program outcomes. Distribution will occur at four levels: (1) administrators, (2) staff members, (3) stakeholders, and (4) national implementers. The evaluator will conduct at least two site visits, providing interim written reports when necessary to help strengthen specific activities. Formative (mid-year) and summative (end-of-year) evaluations are comprehensive written reports focused on providing specific recommendations to refine the program. In addition to written reports, on-site debriefings and training may be provided to: (1) engage staff in addressing challenges; (2) promote “buy-in” into evaluation as a “living” process; and (3) promote discussion, cross-training, and support. In all instances, the evaluator will be fully engaged in assisting with implementation of changes to strengthen the program. Finally, evaluations will be provided to all stakeholders (e.g., school administrators, parents, and partners) to share information about the program and encourage feedback about ways to improve. The evaluations will also be placed online and shared nationally.
Reporting Outcomes: As detailed throughout this section, the evaluation process includes all elements of the required Reporting Outcomes section, including baseline data collection, formative and summative reporting, and data required for submission to the federal reporting system used by the U.S. Department of Education.
External Program Evaluator: The Center for Assessment, Strategic Planning, Evaluation and Research (CASPER) will serve as the external evaluator for this project. CASPER will oversee all aspects of program evaluation, including formative, summative, and data reporting. Westside Night’s has a long-standing relationship with CASPER as they served as the evaluator for their previous 21st CCLC grant. Led by a professional evaluator and licensed psychologist, CASPER has overseen the evaluation of over 300 educational programs. As an active member of the American Evaluation Association and American Psychological Association, all evaluations will be conducted under the ethical codes and established procedures of these professional organizations.
5.3.b Measurable Objectives and Assessments
Objective 1: Objective 2: Objective 3:
English Language Arts / Writing
Mathematics
Science
Objective Narrative Improve English Language Arts performance to a satisfactory level or above or maintain an above satisfactory level of performance. Improve mathematics performance to a satisfactory level or above or maintain an above satisfactory level of performance. Improve science performance to a satisfactory level or higher or maintain an above satisfactory level of performance.
Measure Academic Report Card Grades Academic Report Card Grades Academic Report Card Grades
Objective Assessment: Grades 70 % of regularly participating students1 will improve to a satisfactory English Language Arts grade or above, or maintain a high grade across the program year. 70 % of regularly participating students1 will improve to a satisfactory mathematics grade or above, or maintain a high grade across the program year. 70 % of regularly participating students1 will improve to a satisfactory science grade or above, or maintain a high grade across the program year.
Standard for success for courses using the A-F scale. Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C. Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C. Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C.
Benchmark 70 70 70
Justify the Benchmark The needs assessment clearly demonstrated a need for activities to improve the performance of students in all three core academic areas (ELA, math, and science). The benchmark and assessment plan were chosen to be challenging for the schools and students, while still being achievable. It is important to note benchmark is lower because the required standard for success for this objective does not consider maintaining a %u2018C' grade as satisfactory. If maintaining a %u2018C' were considered acceptable to the FLDOE, the benchmark would be placed closer to 80%. The needs assessment clearly demonstrated a need for activities to improve the performance of students in all three core academic areas (ELA, math, and science). The benchmark and assessment plan were chosen to be challenging for the schools and students, while still being achievable. It is important to note benchmark is lower because the required standard for success for this objective does not consider maintaining a %u2018C' grade as satisfactory. If maintaining a %u2018C' were considered acceptable to the FLDOE, the benchmark would be placed closer to 80%. The needs assessment clearly demonstrated a need for activities to improve the performance of students in all three core academic areas (ELA, math, and science). The benchmark and assessment plan were chosen to be challenging for the schools and students, while still being achievable. It is important to note benchmark is lower because the required standard for success for this objective does not consider maintaining a %u2018C' grade as satisfactory. If maintaining a %u2018C' were considered acceptable to the FLDOE, the benchmark would be placed closer to 80%.
Data Collection Points Academic grades for quarters 1, 2, and 4 Academic grades for quarters 1, 2, and 4 Academic grades for quarters 1, 2, and 4
Person(s) Responsible for Data Collection Anthony Copelin Anthony Copelin Anthony Copelin
Plan for Obtaining Data Utilizing online data reporting systems Utlizing online data reporting systems utilizing online data reporting systems.
Student Grade Groups Measured All grade levels All grade levels All grade levels
Mid-Year Change Measured Change in academic grades from Q1 to Q2 Change in academic grades from Q1 to Q2 Change in academic grades from Q1 to Q2
End-of-Year Change Measured Change in academic grades from Q1 to Q4 Change in academic grades from Q1 to Q4 Change in academic grades from Q1 to Q4
Objective 4 a. Third Grade Promotion
Objective Narrative Improve the third grade promotion rate based on Florida Standard Assessment (FSA) requirements.
Objective Assessment 55 % of regularly participating students in third grade will achieve promotion based on their performance on the FSA.
Measure FSA score
Standard for success Students achieve an FSA score sufficient to achieve promotion to fourth grade.
Benchmark 55
Justify the Benchmark Currently only 36% of our third grade population are meeting state ELA standards. 55 percent would allow for over a 50% increase in students meeting these standards for promotion in one year.
Data Collection Points December, End of school year
Persons Responsible for Data Collection Anthony Copelin
Plan for Obtaining Data Online Data reporting systems
Student Grade Groups Measured Third graders
Mid-Year Change Measured Progress monitoring assessment if applicable
End-of-Year Change Measured FSA score
Objective 5 Personal Enrichment 1 (All Programs)
Objective Narrative Improve physical activity.
Objective Domain Health & Nutrition
Grade Levels Served Elementary School Only
Objective Assessment 80% of regularly participating students will increase their physical activity as measured by report card grades.
Measures report card grades
Name of Measure
Content Area(s) physical activity
Benchmark(s) 80
Justify the Benchmark(s) Currently only 60% of students are meeting the target of 60%, by raising the bar to 70% we are effectively increasing the number of students meeting standards in physical education. This number can be raised yearly.
Student Grade Levels K,1,2,3,4,5
Intended program impact(s) increase
Mid-Year Progress Physical Education report card grades from quarter 1 and quarter 2.
End-of-Year Progress Physical Education report card grades from quarter 1 and quarter 4.
Plan for obtaining data Utilizing Online data collections tools.
Objective 6 Adult Family Services
Objective Narrative Improve literacy skills.
Objective Domain Family Literacy
Grade Levels Served Elementary School Only
Objective Assessment 80% of regularly participating family members will increase their literacy skills as measured by perceptual survey (parent).
Measures perceptual survey (parent)
Name of Measure This survey will measure parents knowledge of skills that are known to be effective in helping their child to become better readers. These surveys will be used to determine parents needs, and changes to the program to better meet the needs of students.
Content Area(s) literacy skills
Benchmark(s) 80
Justify the Benchmark(s) Parents can have a great impact on student success over the course of their child's K-12 experience. therefore it is imperative that parents use the classes well, and understand the information given. Secondly, in order for the parents to find the classes relevant they have to be able to understand and then apply the skills learned appropriately in order for continued engagement of these classes as the years progress.
Student Grade Levels K,1,2,3,4,5
Intended program impact(s) increase
Mid-Year Progress Pre- assessment Survey to Mid Year Survey
End-of-Year Progress Pre-Assessment Survey to End of program survey.
Plan for obtaining data Survey's will be completed online using Survey Monkey.A vast majority of students are failing to meet proficiency standards in Reading, Math, and Science. The scores from the FSA in 3rd, 4th, and 5th grade are derived from student’s scores on the Florida Standards Assessment (FSA). The standards tested by the FSA and the benchmark of proficiency are dictated by the state, and directly correlated to classroom grades and assessments. These grades can therefore be used as successful predictors of how students will perform on the end of the year FSA.
Aligning the objectives of this afterschool program must support the intention of the school day. In order to make vital changes to school performance the standards and proficiency standards must be effectively linked. According to Hill and Crevoa (1999) “Objectives and standards constitute the starting point for refocusing the missions of schools . . . so that meeting the standards comes first in everything schools do”. High expectations needed to be reflected in explicit standards benchmarked against “best practice”. All of the curriculum has been selected in order to meet the standards outlined by the State of Florida, and are designed using research based practices. The After School Alliance (2014) found that “programs that had an in intentional program design grounded in evidence-based practices saw significant gains in academic performance, school day attendance, and positive behaviors.” Therefore, we have set all of our objectives to meet the state’s proficiency model, and focused on data such as school grade scores and report card grades to ensure this program is (1) using the state standards as the focal point for our curriculum, (2) benchmarks which allow us to grow our proficiency rating while not lowering our expectations of our students, and (3) using this data to consistently make changes to the curriculum, program procedures, and staff to meet the needs of students.
5.4 EXPERIENCE AND CAPACITY (10 POINTS)
Program Administration and Fiscal Management: The proposed 21st CCLC program has been developed in partnership with the Volusia County School Board. Volusia County Schools has been operating since 1854 and has a proven track record of providing educational and support services to 68,000 students annually. The school board has managed millions of dollars in federal funding with no audit exceptions, and are in compliance with all required rules and regulations. The Volusia County Schools Title I Grants office assisted in the development of WNA’s program budget. All program expenditures will be monitored and approved by the principal of Westside Elementary, the 21st CCLC Program Director, and the Volusia County Schools Grants office. The target school, Westside Elementary, opened as a community school in Daytona Beach in 1963 They have successfully served this diverse community in partnership with WNA for the last ten years.
Effective leadership requires a great deal of wisdom, skills, and persistence to design and implement a quality education program; and the leadership process is vital to ensure that program staff, students, teachers, parents, and community partners are equipped with the skills they need to help achieve and support program objectives. Dr. Anthony Copelin began working with WNA’s 21st CCLC program as a lead teacher in 2008, then in 2012 as the site facilitator He remained in that position until being appointed the 21st CCLC Program Director in 2015. Dr. Copelin’s record of effectiveness in the classroom, his knowledge of 21st CCLC guidelines and expectations, and his passion for the community he serves have helped contribute to effective program management. In addition to great leadership, high-quality programs rely heavily upon well-qualified and experienced staff and service providers. WNA has established itself as a quality afterschool program because of its ability to attract experienced and well qualified teachers and staff.
Program Implementation: The design of WNA incorporated the five characteristics of high performing afterschool programs identified in a study by the Southwest Educational Development Laboratory (SEDL). The study examined high-performing after-school projects funded by The After-School Corporation (TASC), to determine what characteristics, if any, these projects shared.
Interview and observational data revealed that, while high-performing afterschool projects were identified through their participants' achievement gains, the projects did not primarily focus on academics. Across the ten projects, evaluators found shared characteristics around programming, staffing, and support systems. These included: (1) a broad array of enrichment opportunities, (2) opportunities for skill building and mastery, (3) intentional relationship building, (4) a strong, experienced leader/managers supported by a trained and supervised staff, and (5) the administrative, fiscal, and professional development support of the sponsoring organizations. These characteristics were used to form the basis for the WNA program.
Over the last 10 years 21st CCLC funds have enabled Westside’s Night Alive to provide a safe place to be after school for over 3,000 students. This program has provided structured homework help, academic remediation and enrichment opportunities to “at-risk” youth. WNA has formed lasting partnerships with local organizations to help create sustainability and meet the needs in this community. An example of one such partnership is Food Brings Hope who has provided, and will continue to provide, weekly groceries for the neediest families.
Program Evaluations: Volusia County Schools (VCS) has successfully implemented the 21st CCLC program at Westside Elementary for 10 years. Throughout this extensive history of 21st CCLC programming, VCS and Westside Elementary have consistently provided accurate data in order to (1) meet all state and federal 21st CCLC reporting requirements and (2) enhance program offerings through identifying areas of need for the overall program as well as individual students within the program. Furthermore, CASPER has served as the external evaluator for the 21st CCLC program at Westside Elementary since the 2011-2012 grant year, overseeing all aspects of program evaluation, including formative, summative, and data reporting.
Based on results documented through summative evaluation reports, VCS and Westside Elementary have demonstrated success in consistently meeting or exceeding the majority of 21st CCLC program objectives. Indeed, the grant project with Westside as a site met or made substantial progress toward 10 of 11 program objectives in 2013-2014 and experienced similar results in 2014-2015. More specifically, in 2014-2015, 83% of regularly participating students in kindergarten through 5th grade made learning gains in reading based on report card grades, 87% made learning gains in mathematics, and 93% made learning gains in science. Not only has the agency made the programmatic adjustments necessary to meet the majority of 21st CCLC program objectives each year, but the agency made adjustments to its tracking system in order to streamline its data collection for the 2015-2016 grant year (a key recommendation from the 2014-2015 summative evaluation report). Program leaders worked closely with their external evaluator, providing CASPER with information to aid in the creation of a master database that has eased the agency’s ability to meet all 21st CCLC program reporting requirements.
5.5 PARTNERSHIPS, COLLABORATIONS & SUSTAINABILITY (8 POINTS)
Community Notice: A public notice of intent about this 21st CLCC RFP was placed on WNA’s Website the first week of January 2016. During this time the Needs Assessment Survey for community members and parents were also posted for community completion. The notice alerted stakeholders that a hard copy of the grant application is available for review and comment upon request. The grant application would also be posted online as progress to the application was completed. All Private schools within a 20-mile radius were notified via email, and mailed flyers also giving access to the Needs Assessment Survey and advisement of how to view the grant application.
21st CCLC Program Web page: WNA will disseminate information about 21st CCLC, such as the location of services, proposed activities, and evaluation outcomes via their existing online infrastructure (http://teacherweb.com/FL/wnacna/21stcclc). Upon completion, WNA’s 21st CCLC application will be made available on this website. The 21st CCLC Program Director will ensure that the site is properly maintained and updated on a monthly basis to include pertinent parent information, program happenings, upcoming events, resources, evaluation findings, and program recommendations. The site will have a “21st CCLC Announcement Board,” where families can read about monthly activities, view special events, and see photos and projects created in the 21st CCLC program. The project will produce a newsletter to be sent home with students and available to all stakeholders. The newsletter will include information on promising activities, as well as outcomes from formative and summative evaluations. For the larger community, the project will submit articles to the local newspapers and Public Service Announcements via radio and television. Materials will be translated into Spanish, Haitian Creole, and other languages, as necessary.
5.5.b Partnerships: WNA received support from a number of partners that have and will assist with developing, implementing, evaluating, and sustaining the program. Although impossible to indicate all partners due to space, following are brief descriptions of major partners. Volusia County School Board– Westside Principal has agreed to provide all necessary space, resources, data and assistance in identifying students and teachers for the 21st CCLC program. Center for Assessment, Strategic Planning, Evaluation and Research – With over 10 years of evaluation experience, CASPER will provide evaluation services and professional development, as well as in-kind strategic and educational planning, assistance in hiring staff, assessing development needs, and increasing recruitment and retention of students. Every Wednesday, Food Brings Hope will provide 50 pounds of food to each 21st CCLC family and have committed to donate $7,000 per year during years 3, 4, and 5. The Volusia Literacy Council will provide curriculum and support for six adult education classes per year. These education classes will focus on how to help their child become a better reader.
A partner advisory board already exists to ensure partner maintenance and participation. The board will receive monthly updates about activities, opportunities, and performance. Partners will be provided substantial opportunities to share ideas for improving the program, including ideas for curriculum, assessment, and new partners. The partner advisory board plays a key role in WNA’s sustainability plan.
5.5.c Collaborations with the Regular School Day
Consultation during the Development of the Application: This proposal was drafted using feedback and information from stakeholders from the target school. A needs assessment was distributed to school administration, teachers, and parents. During the development of this project, both regular school day teachers and teachers within the current WNA program were consulted and their input utilized to guide program design. The school principal and the current Program Director were actively engaged in the development of project-based activities, and will continue to actively oversee the implementation of the project. The program was developed and will be carried out with full and active collaboration of the school.
Continued Collaboration: Communication between 21st CCLC and regular-day teachers is critical for ensuring continuity, effectiveness, safety and security. Using teachers and staff from the regular school day in the program enhances this collaboration, and additional measures will further enhance coordination. Students with special needs or behavioral difficulties will not be refused entry into the program, and their Individual Educational Plans will be utilized to help ensure they and their fellow students are safely served. WNA believes it imperative that principals, partners, students, parents and staff be involved in development and implementation of such a comprehensive project. An advisory board made of students, parents, teachers, staff, and partners will help ensure ongoing involvement and guidance from these stakeholders.
To further ensure the School Improvement Plan (SIP) is supported the use of a lead teacher will be utilized in the next grant. This single position will be shared by the school’s curriculum specialist. These individuals are tasked during the day with ensuring we are meeting the goals of our SIP. These individuals also sit with each grade level during their weekly Professional Learning Community data chats. Therefore, they are able to ensure curriculum meets the school days need, and the school’s SIP goals. Right now those goals are focused on English Language arts, behavior, and attendance.
5.5.d Sustainability: Sustainability of Westside’s Night Alive is crucial to the students and families in this depressed area. Over the last ten years WNA has developed strong partnerships with local organizations that are committed to making a difference in this community. Food for Hope, a long-time WNA partner, has committed to providing 150 bags of groceries per week to WNA families for the length of the grant. In addition, they have pledged to donate $7,000 per year during years 3, 4, and 5 of the grant. The Volusia Literacy Council will provide the curriculum for the parent classes to give parents the needed skills to improve their students’ literary deficits. needed for one-on-one academic and mentoring assistance, recreational leaders, additional funds for snacks and incentives. WNA’s sustainability plan includes increased volunteer participation and support from current partners, such as, Bethune Cookman University, and Daytona State College. Bethune Cookman University’s entire reading practicum is framed around the WNA program. Allowing students further tutoring twice a week with a developing teacher. WNA will form a marketing committee to spearhead marketing, fund raising and plans to facilitate special events in order to fund additional resources needed during the final years of the grant. In the past WNA has raised an average of $10,000 to $15,000 a year with its fundraising events. . Lastly, it should be noted the budget was created in mind to purchase the curriculum and technology during the first two years of the grant allowing for reduced cost years 3, 4, and 5.
5.6 PROGRAM PLAN (35 POINTS)
5.6.a Target Population: A total of 190 elementary (K-5) school students will be served daily in the 21st CCLC program. Enrollment will consist of thirty (three groups of ten) students per grade level with one fourth grade and one fifth grade group identified to participate in the Honors Program. The honors program allows students who are making average scores on state assessments, but suffer other problems such as behavioral, or social, which could eventually impede the progress they have made thus far. Priority will be given to students identified with educational difficulties (e.g. retention, low test scores, poor attendance, poor behavior, or social skills) or other needs determined by school principals. After the initial enrollment period, all students from the targeted schools that would benefit from proposed activities will be invited to attend. Services will also be provided to family members of these students. Parent and family services will focus on the skills and topics identified in the needs assessment survey.
5.6.b Recruitment and Retention
Recruitment: The ultimate purpose of designing a high-quality, research-based, and well-rounded 21st CCLC program is to recruit, retain, and serve students in low-income areas that are at-risk for lower levels of academic achievement. 190 elementary school (K-5) students will be served in the 21st CCLC program. WNA’s Program Director will work closely with Westside Elementary School’s academic and leadership teams to create the list of targeted students for the program. This team will utilize student data and demographic information to ensure the targeted group displays the characteristics identified in the needs assessment (e.g. retention, low test scores, poor attendance). The school and the school district will provide identification of students with special needs (e.g., Individualized Education Plans, Academic Improvement Plans, enrollment forms). After the initial enrollment period, all students that would benefit from the proposed program will be invited to attend. Services will also be provided to family members of these students. As a result of WNA’s wide variety of creative, engaging, and educational programming designed to both support and extend the academic and personal enrichment, they currently have a waiting list of over 400 students. Out of a school population of approximately 640 students, WNA averages between 500 and 600 applications each year.
Retention: Purposeful efforts are made to retain students and families by planning and maintaining a dynamic 21st CCLC program. High quality instructional practices offer hands-on project-based learning, using best instructional practices for high-interest learning activities that are meaningful and relevant, keeping the students engaged. The wide array of partnerships adds exciting variety to enrichment learning. Homework Support offers students time to complete assigned homework daily with tutorial support from a certified teacher and/or enrichment instructor, encouraging participation and increasing opportunities for students’ overall school success. This strong academic support combined with fun, relevant learning experiences, and field trips keep the students engaged and happy. Additionally, a well-organized structure, prepared programming, nightly dinner, and weekly groceries keep parental interest high so that parents ensure children attend regularly.
5.6.c Student Program Activities
All academic objectives align directly to the academic needs as was evident in the district and state achievement data, wherein a large number of targeted students are not achieving high standards and falling behind their peers. Because Florida Standards build upon prior skills, even minor struggles can translate to greater struggles in later grades. In addition to remediation, the WNA’s Honors Program will identify students who are meeting minimum standards but are failing to show growth. The hope is that this extra academic push will help them excel rather than simply maintain.
All students will receive at least 90 minutes per day of academic-focused activities designed to be interactive, engaging, and creative. The academic portion of the day will be facilitated through project based learning. These projects will be created by staff and students, along with the curriculum guides and books.
All academic activities share similar characteristics not listed under each (due to space). First, all will be provided by Certified Teachers with certification or endorsements appropriate to the subject of instruction. Enrichment instructors and subject-matter experts may assist teachers. Second, all will be staffed at a ratio of 10 Students to 1 Teacher, to ensure quality. Third, the standards addressed by academic activities are: (1) Language Arts Florida Standards (LAFS) and Common Core Language Arts standards; (2) Mathematics Florida Standards (MAFS); and (3) NGSSS in Science. Activities address and support the Just Read, Florida! and Florida’s STEM initiatives. Finally, each student will receive academic activities for at 90 minutes per day, with students rotating through the various academic activities during the week to reduce boredom with a single activity.
Academic activities use research-based, professionally developed curricula. Mayer (2003) demonstrated scaffolding (used in the proposed projects) as an effective strategy to enhance reading and comprehension. Yorks and Follo (1993) found higher student engagement with thematic instruction (as proposed). Shubert and Melnick (1997) found integrating visual and performing arts with reading and writing enhanced learning and long-term outcomes, as well as positive attitudes toward school and self. Reform efforts show effectiveness of theme-based curricula for math and science (e.g., National Research Council, 1996; Rutherford & Ahlgren, 1990), and research shows theme-based learning allows for integration of content; higher order thinking; long term memory of concepts; different learning styles; and connections between knowledge and real world (Shanahan, 1995). Due to space, this is a sampling of planned projects and integrated activities.
Academic Enrichment:
LAFS Comprehension Clubs by Scholastic- Comprehension Clubs addresses the specific goal of helping students actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens world views. Each unit of Comprehension Clubs helps educators launch their students on the path to college & career readiness, and prepare them for next generation assessments.
Unit projects invite students to continue the conversation about books they love and want to revisit, as well as demonstrate what they have learned as the result of exploring the theme or unit of study. As Katherine Schlick Noe writes, 'a good project lures the students back into the books to cement, enhance, and even reinvent what they gained from their first visit' (2004). Unit projects offer all readers a way to sum up their learning and to gain a sense of accomplishment. Collaborative projects provide additional layers of meaning and support. Inviting students to present in another format or medium what they've learned from their reading gives them a way to shape and express their evolving understandings.
KidzMath: The AfterSchool KidzMath program (grades K–2 and 3–6) is a mathematics enrichment program designed specifically for out-of-school settings, though it is also successful in the classroom. It uses cooperative games and storybook-based activities to promote mathematical understanding and social development. Children develop mathematical skills, gain confidence in their mathematical abilities, increase their enjoyment of mathematics, and improve their ability to work with others. The program, which is aligned with the National Council of Teachers of Mathematics Standards, offers considerable support for after-school staff.
A Year in the Garden: This experiential based curriculum addresses all subject matter through real life experience. Lessons typically taught in the classroom will be expounded upon when working in the garden. Math skills will be reinforced by counting, sorting, measuring, and estimating; a garden journal will reinforce writing skills; the scientific method will be brought to life as students learn what grows best each season. Garden-based learning can spark a child’s imagination by making academic topics leap to life. It can also provide a subtle and profound understanding about nature and our place in the world. This project will promote parental and community involvement and will help beautify the school campus. This project will be a group endeavor meant to unify children and adults around a common sense of achievement.
MindWorks Resources: MindWorks Resources develops comprehensive activities designed to support the dynamic needs of after-school programs. Through the study of the 21st Century Learning Model, research in learning styles of children, implementation of components of project based learning, and in-depth knowledge of the national standards and state standards for education, MindWorks Resources has successfully designed an all-inclusive, evidence based program which promotes the 21st Century Learning Model. The 21st Century Learning Model applies learning science research and principles to the design of learning activities, projects, assessments, and environments to create a student-centered model of instruction. MindWorks Resources also incorporates key components of project-based learning (PBL) to the curricula. Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom. Project Based Learning teaches students 21st century skills as well as content. These skills include communication and presentation skills, organization and time management skills, research and inquiry skills, self-assessment and reflection skills, and group participation and leadership skills. This research based approach to education incorporates hands-on learning each and every day through a variety of techniques. Students are given the opportunity to learn content by creating daily, small-scale, hands-on projects that require the use the inquiry process to formulate questions, plan, research, develop, improve, and present finished products as part of the lessons. These projects require critical thinking, problem-solving, collaboration, communication, evaluation, revision, and hard work which are core to the research findings in the 21st Century Learning Model.
Homework Help: In addition to academics, all students needing assistance will be provided opportunities to complete assigned homework on a daily basis. This is not one of the four “structured” enrichment components, but is an important aspect to encourage student participation and gain support from families.
Other Enrichment Activities:
College and Career Readiness- The local Chamber of Commerce will help facilitate a series of guest speakers meant to inspire and engage the 21st CCLC students. These speakers will share job experiences and share opportunities and professional possibilities program participants may not be exposed to otherwise. College mentors through BCU and Daytona State will provide positive role models for the 21st CCLC participants.
Second Step- The Second Step program for K-5 is a universal, classroom-based program designed to increase students’ school success and decrease problem behaviors by promoting social-emotional competence and self-regulation. It teaches skills that strengthen students’ ability to learn, have empathy, manage emotions, and solve problems. The Second Step program targets key risk and protective factors liked to a range of problem behaviors. The goals of this program is to help create a safer, more respectful learning environment that promotes success for all.
Diamonds and Pearly & Ties and Bow Ties- This group focuses on teaching fifth graders social etiquette outside of the classroom. Participants will learn socially appropriate behavior in real world situations such as eating in a nice restaurant, going to the theatre, or starting a conversation with a peer at a social event.
Healthy Weight and Your Child- The Volusia Flagler Family YMCA was awarded an opportunity to pilot this evidence based program geared towards children who fall at a minimum within the 95th percentile for BMI and their families. This year long physical activity/lifestyle modification program will help reduce the growing obesity epidemic in this community. The ultimate goal of this program is to make sustainable changes toward improved health in the participating students and families.
“Day in the afterschool program” description: Students will enter the cafeteria by grade level, receive a snack and start homework while teachers monitor and help individuals with homework. Kindergarten will have a daily read-aloud by a dedicated teacher. The remaining grades will begin their homework process. Each grade level will have a dedicated teacher during this time to ensure homework is being completed and students are being helped as needed. Students will then move into the first of three, forty minute rotations. Rotations will include recreational activities (sports related activities, gardening, and playground time), academic tutorials for reading and math, and project based learning activities. Groups will be rotated through activities on a daily basis to ensure engagement by all. Once rotations are complete, students and teachers will clean up their areas and head to the cafeteria where dinner will be served daily prior to program dismissal.
5.6.d Adult Family Member Program Activities
A minimum of six meaningful events for adult family members will be provided through WNA’s partnership with the Volusia Literacy Council. These family member services will directly align with the parent feedback provided in the needs assessment which indicted the number one topic parents were interested in as strategies and techniques to becoming a better reader to better support their child’s education. This project is designed to improve the literacy rate of families in Volusia County by encouraging PACT (Parent and Children Together) time. According to a National Center for Family Literacy study, 47% of parents feel like they lack the knowledge to help their children with schoolwork. Additionally, results from the Harvard Family Research Project indicate that family involvement in literacy during a child’s formative years is the most accurate predictor of future academic success for children. This project empowers parents with a practical blueprint for building their child’s literacy skills. Simultaneously, by increasing PACT time, the project reinforces the parent’s literacy knowledge. Parents are their children’s first teachers and have the ability to instruct lessons to appeal to the particular interests and learning style of their child. As children spend a majority of their time outside of the classroom, our project is designed to help parents cultivate a relationship of learning with their child that will support education inside the home.
The Volusia Literacy Council’s program will implement six modules of family literacy PACT kits. Each module is organized according to subject theme: Alphabet, Math, Science, Social Studies, Health, and Language/Classics. Each module has six individual PACT kits. Each participating family will receive one kit. After completing the kit activity and survey, the family will receive a new kit. As each kit is designed to be completed within one week, the program lasts a minimum of eighteen weeks and a maximum of 36 weeks.
Each kit will include four items: 1) A Book. The books are selected from a list of age-appropriate, highly acclaimed children’s authors; 2) An Activity: Exercises that reinforce the subject lesson are designed to be completed by the parent and child together; 3) Instructions: Each kit will provide an explanation of the purpose of the lesson as well as step-by-step directions for the parent regarding how to implement the lesson and activity with their child; 4) A Survey: Parents will be asked to complete a survey and provide feedback regarding the quality and overall effectiveness of each lesson.
This project will be overseen by the guidance of a family literacy coordinator who will meet on each working site with the families for three to five hours per week to gain feedback on the PACT kits completed and provide explanation and instruction for the next PACT kit to be completed.
Staffing Plan and Professional Development
Staffing Plan: The safety of students is of the highest priority and has been carefully considered. The teacher-to-student ratio will be approximately 1:10, and shall not exceed 1:15. The site coordinator will maintain safety and security, communicate with parents, and relieve teachers if needed. When appropriate to enhance safety, a teacher and enrichment instructor may be paired. All staff hired for the 21st CCLC program will have qualifications verified to provide the activities for which they are hired. Each teacher will be certified by Florida DOE. Program Director, site coordinators, teachers, enrichment instructors, and all contracted providers will have Level 2 FBI background screenings to help ensure security of students. In addition, all personal enrichment instructors and contractors must be experienced youth development workers and/or demonstrate a high level of expertise in the enrichment activity provided (e.g., engineer).
Professional Development: WNA will recruit 21st CCLC staff from the current pool of teachers and staff already employed within the school district, each of whom are highly qualified, trained, and experienced in working with the targeted student populations. For some aspects of the proposed projects, additional staff will be recruited from local high schools (e.g., physics teachers) and/or community businesses (e.g., engineers) to supplement and enhance the overall project. The lead teacher will play a key role in quality of program implementation and professional development. This individual will specialize in academic curriculum. Their sole purpose will be to ensure all projects and curriculum are being used and implemented in accordance to students’ needs during the day, the fidelity of the program itself, and the Florida Standards. The lead teacher will ensure professional development is created for individual teachers and will serve a coach and model of instructional best practices. All staff (including teachers) will participate in specific 21st CCLC trainings provided by the WNA at least three times per year. All staff will hold necessary certifications, degrees, skills, and talents necessary to ensure the positive development of 21st CCLC students.
5.6.f Program Center (size and amenities)
The proposed 21st CCLC program will be located in a public school facility. The facilities are fully accessible, meet all health and safety ordinances, and are maintained by the School District. The school is designed to provide services to over 1,000 students, such that space is ample for programming (190 students). Westside has raised over 1.1 million dollars over the last ten years to build a quality facility for this program. Currently the school has two outdoor gardens, tennis courts, a track, soccer field, baseball field basketball courts, an outdoor performing arts stage, and a newly acquired hydroponic garden. In addition to these areas, the district has agreed for the 21st CCLC program to use the school facility at no cost, including the cafeteria, age-appropriate classrooms, computer labs (if available), media center, and family center. All site facilities undergo inspections by school district personnel at least once annually.
5.6.g Safety and Student Transportation
Student Safety: Student safety is enhanced as the program is located in the regular school attended by student participants. Following dismissal from school, students report to assigned 21st CCLC room where attendance will be taken. When students are picked up: (1) parent(s) must designate authorized adults; (2) designated adult signs dismissal log; (3) designated adult must present photo identification, to be compared to a copy on file. Additional procedures for student safety include: (1) school evacuation plan and crisis response; (2) medication and first aid; (3) outdoor safety; and (4) off-site field trips. Students will never be alone during field trips, with safety procedures including: (1) buddy system; (2) regular head counts (visual & verbal); (3) training in symptoms of heat exhaustion; and (4) drinking water always available. Off-site activities will be staffed by a minimum of one chaperone to 10 students, per district guidelines, with most chaperones being active 21st CCLC staff.
Upon dismissal from 21st CCLC, student pick-up procedures follow these guidelines: (1) parent(s) must designate persons authorized to pick up their child; (2) individuals must sign complete legal name, student's name, date, time on the dismissal log; (3) individuals must present photo ID to be compared the identification on file. During student pick-up, the site coordinator and other program staff members are available to communicate with parents/guardians. Additional policies and procedures for student safety include: (1) school evacuation plan, crisis response, first aid kits, and defibrillator; (2) first aid treatment; and (3) walkie-talkies with District Police Department emergency broadcasts. Students are supervised at all times by certified teachers and enrichment instructors to ensure safety. The site coordinator maintains safety and security, communicates with parents, and relieves teachers.
Student Transportation: The proposed 21st CCLC program site is located at school facilities, such that transportation to the site is not necessary. However, as indicated above, procedures are in place to ensure students arrive and are picked up safely. Buses will be provided for educational field trips, where parents will sign permission slips and provide emergency information. 21st CCLC chaperones are responsible for enforcing off-site rules, such as: staying in seats, keeping belongings inside, and being quiet at railroads. 21st CCLC teachers and counselors will sit in the front, middle, and back of the bus.
5.6.h Dissemination Plan
The dissemination plan focuses on (1) families of participating 21st CCLC students; (2) the school community (parents, teachers, staff); and (3) the larger community and stakeholders (e.g., partners). Effective community outreach strategies are used to disseminate program information, data-based progress, program achievements, and operational modifications understandable to all appropriate audiences. Dissemination will expand the network of partners, while also helping ensure the proliferation of accurate information about the impact of the 21st CCLC program. Specific methods include programmatic flyers, newsletters, and calendars provided to families and the school community, as well as periodic meetings, briefings and updates with internal school staff and parents, project partners, and external community interest groups to ensure that the objectives and accomplishments are communicated and understood.
WNA regularly disseminates information about 21st CCLC, such as the location of services, proposed activities, and evaluation outcomes. WNA has an existing online infrastructure for disseminating information about educational services provided by the 21st CCLC program (http://teacherweb.com/FL/wnacna/21stcclc), which is also used as a resource by a wide range of stakeholders. The Program Director will ensure the website is updated on a monthly basis (including parent information and resources). The site will have a “21st CCLC Announcement Board,” where families can read about monthly activities, view special events, and see photos and projects created in the 21st CCLC program. If chosen as a project by the students, a newsletter will be produced and sent home with students and available to all stakeholders. The newsletter would include information on promising activities, as well as outcomes from formative and summative evaluations. For the larger community, the project translates all materials into Spanish, Haitian Creole, and other languages, as necessary.
The proposed 21st CCLC program, Westside’s Night Alive (WNA), was developed by community members, business partners, school staff, and parents to fill the void that exists during the after-school hours in the school community and to enhance the lives and opportunities of disadvantaged communities. WNA provides a wide variety of creative, engaging, and educational programming designed to both support and extend the academic and personal enrichment of participating students and their families in Volusia County. This proposal is submitted in partnership with Westside Elementary School, the Center for Assessment, Strategic Planning, Evaluation and Research, Volusia County Schools, the Volusia Literacy Council, the YMCA, and Food Brings Hope. WNA serves 190 “at-risk” students in a high crime rated, low income, and academically depressed area of Daytona Beach. The program will provide afterschool academic and enrichment opportunities five days a week during the regular school year and a six week, full day summer program. WNA will also provide education opportunities, activities, and enrichment programs to adult family members and the community. The Westside’s Night Alive intended outcomes include student academic improvement, enrichment, and success; (2) adult education and enrichment; and (3) the reinforcement of the concept of “community.” Throughout the narrative, responses are presented in the order of criteria (when possible) to aid in the review.
5.2 NEEDS ASSESSMENT (7 POINTS)
Using a comprehensive needs assessment and the most recent data available, a high-need elementary school in Volusia County was selected for the proposed 21st CCLC program. In addition to district and school data, needs assessment surveys were created to collect feedback from those that would benefit most from the proposed WNA program: students, families, teachers, administrative school staff, community members, and all private schools within a 20-mile radius. These surveys measured the need for an afterschool and summer program in the community, the issues facing students and families in the area, and parent services needed. Teachers and school administrators identified the need for parent involvement and a lack of student engagement during the school day. It was noted that many students are lagging behind academically and that academic afterschool would be beneficial in closing this achievement gap. District wide, 57.8% of children age 11 and under in living below the poverty line (NE Florida Counts, 2016). In addition, the county has a high obesity rate, with 27.3% of the school-age population and 58.1% of the adult population characterized as overweight or obese (FL Dept. of Health, 2014). High poverty is compounded by the fact that the majority of adults have not completed college (79%) (Census, 2014).
Needs of Working Families: The targeted community is primarily composed of young working families, with over 27% low-income families being single-parent (NE Florida Counts, 2016). This creates a high-order need for safety and security of children during afterschool hours. To support working families and provide services when these children would be home alone, the program will operate until 6:15 pm 5 days/week in addition to offering a six week, full day summer program. WNA put out a needs assessment to the Westside community and families. The survey results indicated a unanimous need for afterschool and summer services. 100% of those surveyed indicated that while they recognize the importance of afterschool are in need of these services they are financially unable to pay for them should the proposed program go unfunded. Currently, no other free afterschool program exists. Furthermore, the survey results showed that without the WNA program, students would be unable to participate in enrichment opportunities or receive the academic assistance they need. Parents indicated a need for parent trainings specifically around reading to become better adult readers and math skills to better assist their children with homework.
Student Academic Needs: The 21st CCLC program proposes to serve Westside Elementary School, a low-income, “at-risk”, C-rated school in Volusia County. According to the National Assessment of Educational Progress (NCES, 2011), only 16% of low-income students score at proficiency in reading and math, compared with 44% of students above poverty. Impoverished students are twice as likely to repeat a grade, be expelled/suspended, or drop out. As shown in Table 1, the targeted school does not reject these findings, with a large proportion of students in this school failing to meet high standards on standardized assessments. Indeed, in most instances, targeted students within this school are below state averages (FDOE, 2012).
Table 1: Progress of Targeted Students on State Achievement Standards
School Name (Site) % Meeting High Standards # of Students # of Teacher Ratio
Read Math Science
Westside Elementary 41 66 39 529 41 12.9
State of Florida 58 61 58 -- -- --
Table Source: Florida Department of Education (2014)
Disproportionate Student Demographics: In addition to academic performance, the targeted school is also disproportionate in ethnicity and poverty. While the racial/ethnic composition of most Volusia County schools are consistent with the overall county (81.2% white, 12.7% Hispanic, and 10.8% Black), the vast majority of students at the targeted school are from traditionally-defined minority groups and qualify for Free or Reduced Price Lunch (Table 2). While minority and poverty rates are not inherent needs, this disparity combined with low performance at this school indicates an achievement gap that requires attention and resources to address.
Table 2: School-Based Data on Proposed Program Location
School Name (Site) Minority Rate Race / Ethnicity Special Need Free / Red. Lunch
Black Hispanic White
Westside Elementary 81% 69% 4% 19% 18% 94%
Table Source: Florida Department of Education (2014-2015)
Adult and Parent Needs: It is widely recognized that students require the support of adult caregivers to maximize their potential in school. Research has supported Epstein’s typology (Kreider, 2000), showing the importance of parenting skills, communication, volunteering, teaching at home, decision making, and collaborating with the community. Unfortunately, research also shows parental involvement is negatively impacted by each of the identified needs (Sacker et al., 2002). Within the targeted community, over 27% are single-parent households where the sole parent works. Their jobs are often lower paying due to nearly 79% being without a college degree and 12% without a high school diploma (Census, 2014). Activities are proposed to help address the needs indicated in the needs assessment to ensure parents become partners in their children’s education, including (1) enhancing communication, (2) implementing parent workshops, and (3) helping parents advocate for their child.
Addressing Needs: 21st CCLC funds have made it possible for WNA to serve the students and families in the proposed target community for the last ten years. During this time the program has become a cornerstone for the community. Parents have come to rely on the safety and quality of WNA’s afterschool and summer programs. One of the goals of the 21st CCLC program is to continue activities beneficial to students and their families after the five-year period is over. WNA has proven their ability to develop, nurture, and maintain partnerships within the community they serve. Even with decreased funding in years three, four, and five WNA demonstrated the strength of these partnerships in that they were able to maintain, and in some in cases, increase the services provided to students and families. Being a part of this community, WNA has first-hand experience of the impact the program has had over the years and the importance of its continuity.
Local families, school administration, all private schools within a 20-mile radius, and students were given a needs assessment survey in preparation for this proposal. Feedback from these surveys along with WNA’s experiences in serving this community helped facilitate drafting this proposal. This program has been created to specifically address each identified need (1) academic remediation to address student academic progress particularly in the areas of reading, math and science; (2) nutritional and physical education to address obesity rates and poor health outcomes; (3) visual and performing arts education to address community awareness; (4) service learning to enhance community awareness; (5) character education to address poverty rates and commitment to education; and (6) parent services to address educational levels and parenting skills. Ultimately, this project focuses on students with the greatest needs and potential for growth. The most current data were used to establish needs.
5.3 PROGRAM EVALUATION (15 POINTS)
5.3.a Evaluation Plan: This 21st CCLC proposal is firmly rooted in a commitment to continuous improvement of operations, services, and outcomes. The cornerstone is a logical process of planning, data collection, analysis, reporting, and refining. As such, evaluation will include three connected elements to help ensure the 21st CCLC model is effective, efficient, and sustainable: continuous improvement, formative evaluation, and summative evaluation. Ongoing evaluation will be conducted using the Continuous Improvement Model (CIM), a quality-based approach used within educational settings and particularly effective for reducing achievement gaps between student subgroups. The model focuses upon individualized assessment using both formal (e.g., surveys) and informal (e.g., meetings) techniques to guide incremental changes within ongoing services, adopt new ways to improve and measure outcomes, discontinue or adapt activities that have no value, and increase emphasis on program objectives and outcomes. The immediate and individualized feedback provided through CIM is particularly important for implementation of this 21st CCLC model to help guide and ensure the highest impact for each student.
Evaluation will also be conducted through formative and summative evaluations, both of which incorporate elements from the CIM process and provide formal reports about processes and outcomes. The evaluation process will provide a structure for (1) generating information needed for ongoing program/activity refinement, (2) assessing progress in meeting outcomes, (3) documenting and analyzing how the model works in practice, and (4) documenting and analyzing changes in targeted student’s actions, attitudes, knowledge, and performance. The school has committed to providing necessary data on active 21st CCLC students, including attendance, behavior, grades, and other data to support this program.
Formative Evaluations will be completed no less than two times per year (mid-year and summer), with additional interim evaluations completed after on-site visits. Each formative report will include a review of operational accomplishments and challenges (e.g., staff, student recruitment/retention, partner board, etc.), actual versus proposed operation, objective progress, and recommendations for addressing any challenges. Summative Evaluations will have additional information on overall program outcomes and more detailed information about those activities and operations with the greatest impact and success. The purpose of the summative evaluation is aimed at recording and developing a model that can be applied in other settings. Summative evaluations will include all elements of program operation; activities; enrollment and attendance; measures of academic performance; federal teacher impact surveys; student and parent satisfaction surveys; feeder schools; staff information; and partnerships. Recommendations for program refinement will be based on both quantitative and qualitative data collected to assess progress on objectives. Focus groups with providers, school staff, students and parents may be conducted to collect additional qualitative and satisfaction data to help inform evaluations.
Feedback and Debriefings: The process for sharing evaluation findings is an integral part of the evaluation plan, as it represents the primary method for using results to refine, improve, and strengthen program outcomes. Distribution will occur at four levels: (1) administrators, (2) staff members, (3) stakeholders, and (4) national implementers. The evaluator will conduct at least two site visits, providing interim written reports when necessary to help strengthen specific activities. Formative (mid-year) and summative (end-of-year) evaluations are comprehensive written reports focused on providing specific recommendations to refine the program. In addition to written reports, on-site debriefings and training may be provided to: (1) engage staff in addressing challenges; (2) promote “buy-in” into evaluation as a “living” process; and (3) promote discussion, cross-training, and support. In all instances, the evaluator will be fully engaged in assisting with implementation of changes to strengthen the program. Finally, evaluations will be provided to all stakeholders (e.g., school administrators, parents, and partners) to share information about the program and encourage feedback about ways to improve. The evaluations will also be placed online and shared nationally.
Reporting Outcomes: As detailed throughout this section, the evaluation process includes all elements of the required Reporting Outcomes section, including baseline data collection, formative and summative reporting, and data required for submission to the federal reporting system used by the U.S. Department of Education.
External Program Evaluator: The Center for Assessment, Strategic Planning, Evaluation and Research (CASPER) will serve as the external evaluator for this project. CASPER will oversee all aspects of program evaluation, including formative, summative, and data reporting. Westside Night’s has a long-standing relationship with CASPER as they served as the evaluator for their previous 21st CCLC grant. Led by a professional evaluator and licensed psychologist, CASPER has overseen the evaluation of over 300 educational programs. As an active member of the American Evaluation Association and American Psychological Association, all evaluations will be conducted under the ethical codes and established procedures of these professional organizations.
5.3.b Measurable Objectives and Assessments
Objective 1: Objective 2: Objective 3:
English Language Arts / Writing
Mathematics
Science
Objective Narrative Improve English Language Arts performance to a satisfactory level or above or maintain an above satisfactory level of performance. Improve mathematics performance to a satisfactory level or above or maintain an above satisfactory level of performance. Improve science performance to a satisfactory level or higher or maintain an above satisfactory level of performance.
Measure Academic Report Card Grades Academic Report Card Grades Academic Report Card Grades
Objective Assessment: Grades 70 % of regularly participating students1 will improve to a satisfactory English Language Arts grade or above, or maintain a high grade across the program year. 70 % of regularly participating students1 will improve to a satisfactory mathematics grade or above, or maintain a high grade across the program year. 70 % of regularly participating students1 will improve to a satisfactory science grade or above, or maintain a high grade across the program year.
Standard for success for courses using the A-F scale. Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C. Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C. Maintain an A/B grade or improve from a grade of C to B or a grade of D/F to C.
Benchmark 70 70 70
Justify the Benchmark The needs assessment clearly demonstrated a need for activities to improve the performance of students in all three core academic areas (ELA, math, and science). The benchmark and assessment plan were chosen to be challenging for the schools and students, while still being achievable. It is important to note benchmark is lower because the required standard for success for this objective does not consider maintaining a %u2018C' grade as satisfactory. If maintaining a %u2018C' were considered acceptable to the FLDOE, the benchmark would be placed closer to 80%. The needs assessment clearly demonstrated a need for activities to improve the performance of students in all three core academic areas (ELA, math, and science). The benchmark and assessment plan were chosen to be challenging for the schools and students, while still being achievable. It is important to note benchmark is lower because the required standard for success for this objective does not consider maintaining a %u2018C' grade as satisfactory. If maintaining a %u2018C' were considered acceptable to the FLDOE, the benchmark would be placed closer to 80%. The needs assessment clearly demonstrated a need for activities to improve the performance of students in all three core academic areas (ELA, math, and science). The benchmark and assessment plan were chosen to be challenging for the schools and students, while still being achievable. It is important to note benchmark is lower because the required standard for success for this objective does not consider maintaining a %u2018C' grade as satisfactory. If maintaining a %u2018C' were considered acceptable to the FLDOE, the benchmark would be placed closer to 80%.
Data Collection Points Academic grades for quarters 1, 2, and 4 Academic grades for quarters 1, 2, and 4 Academic grades for quarters 1, 2, and 4
Person(s) Responsible for Data Collection Anthony Copelin Anthony Copelin Anthony Copelin
Plan for Obtaining Data Utilizing online data reporting systems Utlizing online data reporting systems utilizing online data reporting systems.
Student Grade Groups Measured All grade levels All grade levels All grade levels
Mid-Year Change Measured Change in academic grades from Q1 to Q2 Change in academic grades from Q1 to Q2 Change in academic grades from Q1 to Q2
End-of-Year Change Measured Change in academic grades from Q1 to Q4 Change in academic grades from Q1 to Q4 Change in academic grades from Q1 to Q4
Objective 4 a. Third Grade Promotion
Objective Narrative Improve the third grade promotion rate based on Florida Standard Assessment (FSA) requirements.
Objective Assessment 55 % of regularly participating students in third grade will achieve promotion based on their performance on the FSA.
Measure FSA score
Standard for success Students achieve an FSA score sufficient to achieve promotion to fourth grade.
Benchmark 55
Justify the Benchmark Currently only 36% of our third grade population are meeting state ELA standards. 55 percent would allow for over a 50% increase in students meeting these standards for promotion in one year.
Data Collection Points December, End of school year
Persons Responsible for Data Collection Anthony Copelin
Plan for Obtaining Data Online Data reporting systems
Student Grade Groups Measured Third graders
Mid-Year Change Measured Progress monitoring assessment if applicable
End-of-Year Change Measured FSA score
Objective 5 Personal Enrichment 1 (All Programs)
Objective Narrative Improve physical activity.
Objective Domain Health & Nutrition
Grade Levels Served Elementary School Only
Objective Assessment 80% of regularly participating students will increase their physical activity as measured by report card grades.
Measures report card grades
Name of Measure
Content Area(s) physical activity
Benchmark(s) 80
Justify the Benchmark(s) Currently only 60% of students are meeting the target of 60%, by raising the bar to 70% we are effectively increasing the number of students meeting standards in physical education. This number can be raised yearly.
Student Grade Levels K,1,2,3,4,5
Intended program impact(s) increase
Mid-Year Progress Physical Education report card grades from quarter 1 and quarter 2.
End-of-Year Progress Physical Education report card grades from quarter 1 and quarter 4.
Plan for obtaining data Utilizing Online data collections tools.
Objective 6 Adult Family Services
Objective Narrative Improve literacy skills.
Objective Domain Family Literacy
Grade Levels Served Elementary School Only
Objective Assessment 80% of regularly participating family members will increase their literacy skills as measured by perceptual survey (parent).
Measures perceptual survey (parent)
Name of Measure This survey will measure parents knowledge of skills that are known to be effective in helping their child to become better readers. These surveys will be used to determine parents needs, and changes to the program to better meet the needs of students.
Content Area(s) literacy skills
Benchmark(s) 80
Justify the Benchmark(s) Parents can have a great impact on student success over the course of their child's K-12 experience. therefore it is imperative that parents use the classes well, and understand the information given. Secondly, in order for the parents to find the classes relevant they have to be able to understand and then apply the skills learned appropriately in order for continued engagement of these classes as the years progress.
Student Grade Levels K,1,2,3,4,5
Intended program impact(s) increase
Mid-Year Progress Pre- assessment Survey to Mid Year Survey
End-of-Year Progress Pre-Assessment Survey to End of program survey.
Plan for obtaining data Survey's will be completed online using Survey Monkey.A vast majority of students are failing to meet proficiency standards in Reading, Math, and Science. The scores from the FSA in 3rd, 4th, and 5th grade are derived from student’s scores on the Florida Standards Assessment (FSA). The standards tested by the FSA and the benchmark of proficiency are dictated by the state, and directly correlated to classroom grades and assessments. These grades can therefore be used as successful predictors of how students will perform on the end of the year FSA.
Aligning the objectives of this afterschool program must support the intention of the school day. In order to make vital changes to school performance the standards and proficiency standards must be effectively linked. According to Hill and Crevoa (1999) “Objectives and standards constitute the starting point for refocusing the missions of schools . . . so that meeting the standards comes first in everything schools do”. High expectations needed to be reflected in explicit standards benchmarked against “best practice”. All of the curriculum has been selected in order to meet the standards outlined by the State of Florida, and are designed using research based practices. The After School Alliance (2014) found that “programs that had an in intentional program design grounded in evidence-based practices saw significant gains in academic performance, school day attendance, and positive behaviors.” Therefore, we have set all of our objectives to meet the state’s proficiency model, and focused on data such as school grade scores and report card grades to ensure this program is (1) using the state standards as the focal point for our curriculum, (2) benchmarks which allow us to grow our proficiency rating while not lowering our expectations of our students, and (3) using this data to consistently make changes to the curriculum, program procedures, and staff to meet the needs of students.
5.4 EXPERIENCE AND CAPACITY (10 POINTS)
Program Administration and Fiscal Management: The proposed 21st CCLC program has been developed in partnership with the Volusia County School Board. Volusia County Schools has been operating since 1854 and has a proven track record of providing educational and support services to 68,000 students annually. The school board has managed millions of dollars in federal funding with no audit exceptions, and are in compliance with all required rules and regulations. The Volusia County Schools Title I Grants office assisted in the development of WNA’s program budget. All program expenditures will be monitored and approved by the principal of Westside Elementary, the 21st CCLC Program Director, and the Volusia County Schools Grants office. The target school, Westside Elementary, opened as a community school in Daytona Beach in 1963 They have successfully served this diverse community in partnership with WNA for the last ten years.
Effective leadership requires a great deal of wisdom, skills, and persistence to design and implement a quality education program; and the leadership process is vital to ensure that program staff, students, teachers, parents, and community partners are equipped with the skills they need to help achieve and support program objectives. Dr. Anthony Copelin began working with WNA’s 21st CCLC program as a lead teacher in 2008, then in 2012 as the site facilitator He remained in that position until being appointed the 21st CCLC Program Director in 2015. Dr. Copelin’s record of effectiveness in the classroom, his knowledge of 21st CCLC guidelines and expectations, and his passion for the community he serves have helped contribute to effective program management. In addition to great leadership, high-quality programs rely heavily upon well-qualified and experienced staff and service providers. WNA has established itself as a quality afterschool program because of its ability to attract experienced and well qualified teachers and staff.
Program Implementation: The design of WNA incorporated the five characteristics of high performing afterschool programs identified in a study by the Southwest Educational Development Laboratory (SEDL). The study examined high-performing after-school projects funded by The After-School Corporation (TASC), to determine what characteristics, if any, these projects shared.
Interview and observational data revealed that, while high-performing afterschool projects were identified through their participants' achievement gains, the projects did not primarily focus on academics. Across the ten projects, evaluators found shared characteristics around programming, staffing, and support systems. These included: (1) a broad array of enrichment opportunities, (2) opportunities for skill building and mastery, (3) intentional relationship building, (4) a strong, experienced leader/managers supported by a trained and supervised staff, and (5) the administrative, fiscal, and professional development support of the sponsoring organizations. These characteristics were used to form the basis for the WNA program.
Over the last 10 years 21st CCLC funds have enabled Westside’s Night Alive to provide a safe place to be after school for over 3,000 students. This program has provided structured homework help, academic remediation and enrichment opportunities to “at-risk” youth. WNA has formed lasting partnerships with local organizations to help create sustainability and meet the needs in this community. An example of one such partnership is Food Brings Hope who has provided, and will continue to provide, weekly groceries for the neediest families.
Program Evaluations: Volusia County Schools (VCS) has successfully implemented the 21st CCLC program at Westside Elementary for 10 years. Throughout this extensive history of 21st CCLC programming, VCS and Westside Elementary have consistently provided accurate data in order to (1) meet all state and federal 21st CCLC reporting requirements and (2) enhance program offerings through identifying areas of need for the overall program as well as individual students within the program. Furthermore, CASPER has served as the external evaluator for the 21st CCLC program at Westside Elementary since the 2011-2012 grant year, overseeing all aspects of program evaluation, including formative, summative, and data reporting.
Based on results documented through summative evaluation reports, VCS and Westside Elementary have demonstrated success in consistently meeting or exceeding the majority of 21st CCLC program objectives. Indeed, the grant project with Westside as a site met or made substantial progress toward 10 of 11 program objectives in 2013-2014 and experienced similar results in 2014-2015. More specifically, in 2014-2015, 83% of regularly participating students in kindergarten through 5th grade made learning gains in reading based on report card grades, 87% made learning gains in mathematics, and 93% made learning gains in science. Not only has the agency made the programmatic adjustments necessary to meet the majority of 21st CCLC program objectives each year, but the agency made adjustments to its tracking system in order to streamline its data collection for the 2015-2016 grant year (a key recommendation from the 2014-2015 summative evaluation report). Program leaders worked closely with their external evaluator, providing CASPER with information to aid in the creation of a master database that has eased the agency’s ability to meet all 21st CCLC program reporting requirements.
5.5 PARTNERSHIPS, COLLABORATIONS & SUSTAINABILITY (8 POINTS)
Community Notice: A public notice of intent about this 21st CLCC RFP was placed on WNA’s Website the first week of January 2016. During this time the Needs Assessment Survey for community members and parents were also posted for community completion. The notice alerted stakeholders that a hard copy of the grant application is available for review and comment upon request. The grant application would also be posted online as progress to the application was completed. All Private schools within a 20-mile radius were notified via email, and mailed flyers also giving access to the Needs Assessment Survey and advisement of how to view the grant application.
21st CCLC Program Web page: WNA will disseminate information about 21st CCLC, such as the location of services, proposed activities, and evaluation outcomes via their existing online infrastructure (http://teacherweb.com/FL/wnacna/21stcclc). Upon completion, WNA’s 21st CCLC application will be made available on this website. The 21st CCLC Program Director will ensure that the site is properly maintained and updated on a monthly basis to include pertinent parent information, program happenings, upcoming events, resources, evaluation findings, and program recommendations. The site will have a “21st CCLC Announcement Board,” where families can read about monthly activities, view special events, and see photos and projects created in the 21st CCLC program. The project will produce a newsletter to be sent home with students and available to all stakeholders. The newsletter will include information on promising activities, as well as outcomes from formative and summative evaluations. For the larger community, the project will submit articles to the local newspapers and Public Service Announcements via radio and television. Materials will be translated into Spanish, Haitian Creole, and other languages, as necessary.
5.5.b Partnerships: WNA received support from a number of partners that have and will assist with developing, implementing, evaluating, and sustaining the program. Although impossible to indicate all partners due to space, following are brief descriptions of major partners. Volusia County School Board– Westside Principal has agreed to provide all necessary space, resources, data and assistance in identifying students and teachers for the 21st CCLC program. Center for Assessment, Strategic Planning, Evaluation and Research – With over 10 years of evaluation experience, CASPER will provide evaluation services and professional development, as well as in-kind strategic and educational planning, assistance in hiring staff, assessing development needs, and increasing recruitment and retention of students. Every Wednesday, Food Brings Hope will provide 50 pounds of food to each 21st CCLC family and have committed to donate $7,000 per year during years 3, 4, and 5. The Volusia Literacy Council will provide curriculum and support for six adult education classes per year. These education classes will focus on how to help their child become a better reader.
A partner advisory board already exists to ensure partner maintenance and participation. The board will receive monthly updates about activities, opportunities, and performance. Partners will be provided substantial opportunities to share ideas for improving the program, including ideas for curriculum, assessment, and new partners. The partner advisory board plays a key role in WNA’s sustainability plan.
5.5.c Collaborations with the Regular School Day
Consultation during the Development of the Application: This proposal was drafted using feedback and information from stakeholders from the target school. A needs assessment was distributed to school administration, teachers, and parents. During the development of this project, both regular school day teachers and teachers within the current WNA program were consulted and their input utilized to guide program design. The school principal and the current Program Director were actively engaged in the development of project-based activities, and will continue to actively oversee the implementation of the project. The program was developed and will be carried out with full and active collaboration of the school.
Continued Collaboration: Communication between 21st CCLC and regular-day teachers is critical for ensuring continuity, effectiveness, safety and security. Using teachers and staff from the regular school day in the program enhances this collaboration, and additional measures will further enhance coordination. Students with special needs or behavioral difficulties will not be refused entry into the program, and their Individual Educational Plans will be utilized to help ensure they and their fellow students are safely served. WNA believes it imperative that principals, partners, students, parents and staff be involved in development and implementation of such a comprehensive project. An advisory board made of students, parents, teachers, staff, and partners will help ensure ongoing involvement and guidance from these stakeholders.
To further ensure the School Improvement Plan (SIP) is supported the use of a lead teacher will be utilized in the next grant. This single position will be shared by the school’s curriculum specialist. These individuals are tasked during the day with ensuring we are meeting the goals of our SIP. These individuals also sit with each grade level during their weekly Professional Learning Community data chats. Therefore, they are able to ensure curriculum meets the school days need, and the school’s SIP goals. Right now those goals are focused on English Language arts, behavior, and attendance.
5.5.d Sustainability: Sustainability of Westside’s Night Alive is crucial to the students and families in this depressed area. Over the last ten years WNA has developed strong partnerships with local organizations that are committed to making a difference in this community. Food for Hope, a long-time WNA partner, has committed to providing 150 bags of groceries per week to WNA families for the length of the grant. In addition, they have pledged to donate $7,000 per year during years 3, 4, and 5 of the grant. The Volusia Literacy Council will provide the curriculum for the parent classes to give parents the needed skills to improve their students’ literary deficits. needed for one-on-one academic and mentoring assistance, recreational leaders, additional funds for snacks and incentives. WNA’s sustainability plan includes increased volunteer participation and support from current partners, such as, Bethune Cookman University, and Daytona State College. Bethune Cookman University’s entire reading practicum is framed around the WNA program. Allowing students further tutoring twice a week with a developing teacher. WNA will form a marketing committee to spearhead marketing, fund raising and plans to facilitate special events in order to fund additional resources needed during the final years of the grant. In the past WNA has raised an average of $10,000 to $15,000 a year with its fundraising events. . Lastly, it should be noted the budget was created in mind to purchase the curriculum and technology during the first two years of the grant allowing for reduced cost years 3, 4, and 5.
5.6 PROGRAM PLAN (35 POINTS)
5.6.a Target Population: A total of 190 elementary (K-5) school students will be served daily in the 21st CCLC program. Enrollment will consist of thirty (three groups of ten) students per grade level with one fourth grade and one fifth grade group identified to participate in the Honors Program. The honors program allows students who are making average scores on state assessments, but suffer other problems such as behavioral, or social, which could eventually impede the progress they have made thus far. Priority will be given to students identified with educational difficulties (e.g. retention, low test scores, poor attendance, poor behavior, or social skills) or other needs determined by school principals. After the initial enrollment period, all students from the targeted schools that would benefit from proposed activities will be invited to attend. Services will also be provided to family members of these students. Parent and family services will focus on the skills and topics identified in the needs assessment survey.
5.6.b Recruitment and Retention
Recruitment: The ultimate purpose of designing a high-quality, research-based, and well-rounded 21st CCLC program is to recruit, retain, and serve students in low-income areas that are at-risk for lower levels of academic achievement. 190 elementary school (K-5) students will be served in the 21st CCLC program. WNA’s Program Director will work closely with Westside Elementary School’s academic and leadership teams to create the list of targeted students for the program. This team will utilize student data and demographic information to ensure the targeted group displays the characteristics identified in the needs assessment (e.g. retention, low test scores, poor attendance). The school and the school district will provide identification of students with special needs (e.g., Individualized Education Plans, Academic Improvement Plans, enrollment forms). After the initial enrollment period, all students that would benefit from the proposed program will be invited to attend. Services will also be provided to family members of these students. As a result of WNA’s wide variety of creative, engaging, and educational programming designed to both support and extend the academic and personal enrichment, they currently have a waiting list of over 400 students. Out of a school population of approximately 640 students, WNA averages between 500 and 600 applications each year.
Retention: Purposeful efforts are made to retain students and families by planning and maintaining a dynamic 21st CCLC program. High quality instructional practices offer hands-on project-based learning, using best instructional practices for high-interest learning activities that are meaningful and relevant, keeping the students engaged. The wide array of partnerships adds exciting variety to enrichment learning. Homework Support offers students time to complete assigned homework daily with tutorial support from a certified teacher and/or enrichment instructor, encouraging participation and increasing opportunities for students’ overall school success. This strong academic support combined with fun, relevant learning experiences, and field trips keep the students engaged and happy. Additionally, a well-organized structure, prepared programming, nightly dinner, and weekly groceries keep parental interest high so that parents ensure children attend regularly.
5.6.c Student Program Activities
All academic objectives align directly to the academic needs as was evident in the district and state achievement data, wherein a large number of targeted students are not achieving high standards and falling behind their peers. Because Florida Standards build upon prior skills, even minor struggles can translate to greater struggles in later grades. In addition to remediation, the WNA’s Honors Program will identify students who are meeting minimum standards but are failing to show growth. The hope is that this extra academic push will help them excel rather than simply maintain.
All students will receive at least 90 minutes per day of academic-focused activities designed to be interactive, engaging, and creative. The academic portion of the day will be facilitated through project based learning. These projects will be created by staff and students, along with the curriculum guides and books.
All academic activities share similar characteristics not listed under each (due to space). First, all will be provided by Certified Teachers with certification or endorsements appropriate to the subject of instruction. Enrichment instructors and subject-matter experts may assist teachers. Second, all will be staffed at a ratio of 10 Students to 1 Teacher, to ensure quality. Third, the standards addressed by academic activities are: (1) Language Arts Florida Standards (LAFS) and Common Core Language Arts standards; (2) Mathematics Florida Standards (MAFS); and (3) NGSSS in Science. Activities address and support the Just Read, Florida! and Florida’s STEM initiatives. Finally, each student will receive academic activities for at 90 minutes per day, with students rotating through the various academic activities during the week to reduce boredom with a single activity.
Academic activities use research-based, professionally developed curricula. Mayer (2003) demonstrated scaffolding (used in the proposed projects) as an effective strategy to enhance reading and comprehension. Yorks and Follo (1993) found higher student engagement with thematic instruction (as proposed). Shubert and Melnick (1997) found integrating visual and performing arts with reading and writing enhanced learning and long-term outcomes, as well as positive attitudes toward school and self. Reform efforts show effectiveness of theme-based curricula for math and science (e.g., National Research Council, 1996; Rutherford & Ahlgren, 1990), and research shows theme-based learning allows for integration of content; higher order thinking; long term memory of concepts; different learning styles; and connections between knowledge and real world (Shanahan, 1995). Due to space, this is a sampling of planned projects and integrated activities.
Academic Enrichment:
LAFS Comprehension Clubs by Scholastic- Comprehension Clubs addresses the specific goal of helping students actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens world views. Each unit of Comprehension Clubs helps educators launch their students on the path to college & career readiness, and prepare them for next generation assessments.
Unit projects invite students to continue the conversation about books they love and want to revisit, as well as demonstrate what they have learned as the result of exploring the theme or unit of study. As Katherine Schlick Noe writes, 'a good project lures the students back into the books to cement, enhance, and even reinvent what they gained from their first visit' (2004). Unit projects offer all readers a way to sum up their learning and to gain a sense of accomplishment. Collaborative projects provide additional layers of meaning and support. Inviting students to present in another format or medium what they've learned from their reading gives them a way to shape and express their evolving understandings.
KidzMath: The AfterSchool KidzMath program (grades K–2 and 3–6) is a mathematics enrichment program designed specifically for out-of-school settings, though it is also successful in the classroom. It uses cooperative games and storybook-based activities to promote mathematical understanding and social development. Children develop mathematical skills, gain confidence in their mathematical abilities, increase their enjoyment of mathematics, and improve their ability to work with others. The program, which is aligned with the National Council of Teachers of Mathematics Standards, offers considerable support for after-school staff.
A Year in the Garden: This experiential based curriculum addresses all subject matter through real life experience. Lessons typically taught in the classroom will be expounded upon when working in the garden. Math skills will be reinforced by counting, sorting, measuring, and estimating; a garden journal will reinforce writing skills; the scientific method will be brought to life as students learn what grows best each season. Garden-based learning can spark a child’s imagination by making academic topics leap to life. It can also provide a subtle and profound understanding about nature and our place in the world. This project will promote parental and community involvement and will help beautify the school campus. This project will be a group endeavor meant to unify children and adults around a common sense of achievement.
MindWorks Resources: MindWorks Resources develops comprehensive activities designed to support the dynamic needs of after-school programs. Through the study of the 21st Century Learning Model, research in learning styles of children, implementation of components of project based learning, and in-depth knowledge of the national standards and state standards for education, MindWorks Resources has successfully designed an all-inclusive, evidence based program which promotes the 21st Century Learning Model. The 21st Century Learning Model applies learning science research and principles to the design of learning activities, projects, assessments, and environments to create a student-centered model of instruction. MindWorks Resources also incorporates key components of project-based learning (PBL) to the curricula. Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom. Project Based Learning teaches students 21st century skills as well as content. These skills include communication and presentation skills, organization and time management skills, research and inquiry skills, self-assessment and reflection skills, and group participation and leadership skills. This research based approach to education incorporates hands-on learning each and every day through a variety of techniques. Students are given the opportunity to learn content by creating daily, small-scale, hands-on projects that require the use the inquiry process to formulate questions, plan, research, develop, improve, and present finished products as part of the lessons. These projects require critical thinking, problem-solving, collaboration, communication, evaluation, revision, and hard work which are core to the research findings in the 21st Century Learning Model.
Homework Help: In addition to academics, all students needing assistance will be provided opportunities to complete assigned homework on a daily basis. This is not one of the four “structured” enrichment components, but is an important aspect to encourage student participation and gain support from families.
Other Enrichment Activities:
College and Career Readiness- The local Chamber of Commerce will help facilitate a series of guest speakers meant to inspire and engage the 21st CCLC students. These speakers will share job experiences and share opportunities and professional possibilities program participants may not be exposed to otherwise. College mentors through BCU and Daytona State will provide positive role models for the 21st CCLC participants.
Second Step- The Second Step program for K-5 is a universal, classroom-based program designed to increase students’ school success and decrease problem behaviors by promoting social-emotional competence and self-regulation. It teaches skills that strengthen students’ ability to learn, have empathy, manage emotions, and solve problems. The Second Step program targets key risk and protective factors liked to a range of problem behaviors. The goals of this program is to help create a safer, more respectful learning environment that promotes success for all.
Diamonds and Pearly & Ties and Bow Ties- This group focuses on teaching fifth graders social etiquette outside of the classroom. Participants will learn socially appropriate behavior in real world situations such as eating in a nice restaurant, going to the theatre, or starting a conversation with a peer at a social event.
Healthy Weight and Your Child- The Volusia Flagler Family YMCA was awarded an opportunity to pilot this evidence based program geared towards children who fall at a minimum within the 95th percentile for BMI and their families. This year long physical activity/lifestyle modification program will help reduce the growing obesity epidemic in this community. The ultimate goal of this program is to make sustainable changes toward improved health in the participating students and families.
“Day in the afterschool program” description: Students will enter the cafeteria by grade level, receive a snack and start homework while teachers monitor and help individuals with homework. Kindergarten will have a daily read-aloud by a dedicated teacher. The remaining grades will begin their homework process. Each grade level will have a dedicated teacher during this time to ensure homework is being completed and students are being helped as needed. Students will then move into the first of three, forty minute rotations. Rotations will include recreational activities (sports related activities, gardening, and playground time), academic tutorials for reading and math, and project based learning activities. Groups will be rotated through activities on a daily basis to ensure engagement by all. Once rotations are complete, students and teachers will clean up their areas and head to the cafeteria where dinner will be served daily prior to program dismissal.
5.6.d Adult Family Member Program Activities
A minimum of six meaningful events for adult family members will be provided through WNA’s partnership with the Volusia Literacy Council. These family member services will directly align with the parent feedback provided in the needs assessment which indicted the number one topic parents were interested in as strategies and techniques to becoming a better reader to better support their child’s education. This project is designed to improve the literacy rate of families in Volusia County by encouraging PACT (Parent and Children Together) time. According to a National Center for Family Literacy study, 47% of parents feel like they lack the knowledge to help their children with schoolwork. Additionally, results from the Harvard Family Research Project indicate that family involvement in literacy during a child’s formative years is the most accurate predictor of future academic success for children. This project empowers parents with a practical blueprint for building their child’s literacy skills. Simultaneously, by increasing PACT time, the project reinforces the parent’s literacy knowledge. Parents are their children’s first teachers and have the ability to instruct lessons to appeal to the particular interests and learning style of their child. As children spend a majority of their time outside of the classroom, our project is designed to help parents cultivate a relationship of learning with their child that will support education inside the home.
The Volusia Literacy Council’s program will implement six modules of family literacy PACT kits. Each module is organized according to subject theme: Alphabet, Math, Science, Social Studies, Health, and Language/Classics. Each module has six individual PACT kits. Each participating family will receive one kit. After completing the kit activity and survey, the family will receive a new kit. As each kit is designed to be completed within one week, the program lasts a minimum of eighteen weeks and a maximum of 36 weeks.
Each kit will include four items: 1) A Book. The books are selected from a list of age-appropriate, highly acclaimed children’s authors; 2) An Activity: Exercises that reinforce the subject lesson are designed to be completed by the parent and child together; 3) Instructions: Each kit will provide an explanation of the purpose of the lesson as well as step-by-step directions for the parent regarding how to implement the lesson and activity with their child; 4) A Survey: Parents will be asked to complete a survey and provide feedback regarding the quality and overall effectiveness of each lesson.
This project will be overseen by the guidance of a family literacy coordinator who will meet on each working site with the families for three to five hours per week to gain feedback on the PACT kits completed and provide explanation and instruction for the next PACT kit to be completed.
Staffing Plan and Professional Development
Staffing Plan: The safety of students is of the highest priority and has been carefully considered. The teacher-to-student ratio will be approximately 1:10, and shall not exceed 1:15. The site coordinator will maintain safety and security, communicate with parents, and relieve teachers if needed. When appropriate to enhance safety, a teacher and enrichment instructor may be paired. All staff hired for the 21st CCLC program will have qualifications verified to provide the activities for which they are hired. Each teacher will be certified by Florida DOE. Program Director, site coordinators, teachers, enrichment instructors, and all contracted providers will have Level 2 FBI background screenings to help ensure security of students. In addition, all personal enrichment instructors and contractors must be experienced youth development workers and/or demonstrate a high level of expertise in the enrichment activity provided (e.g., engineer).
Professional Development: WNA will recruit 21st CCLC staff from the current pool of teachers and staff already employed within the school district, each of whom are highly qualified, trained, and experienced in working with the targeted student populations. For some aspects of the proposed projects, additional staff will be recruited from local high schools (e.g., physics teachers) and/or community businesses (e.g., engineers) to supplement and enhance the overall project. The lead teacher will play a key role in quality of program implementation and professional development. This individual will specialize in academic curriculum. Their sole purpose will be to ensure all projects and curriculum are being used and implemented in accordance to students’ needs during the day, the fidelity of the program itself, and the Florida Standards. The lead teacher will ensure professional development is created for individual teachers and will serve a coach and model of instructional best practices. All staff (including teachers) will participate in specific 21st CCLC trainings provided by the WNA at least three times per year. All staff will hold necessary certifications, degrees, skills, and talents necessary to ensure the positive development of 21st CCLC students.
5.6.f Program Center (size and amenities)
The proposed 21st CCLC program will be located in a public school facility. The facilities are fully accessible, meet all health and safety ordinances, and are maintained by the School District. The school is designed to provide services to over 1,000 students, such that space is ample for programming (190 students). Westside has raised over 1.1 million dollars over the last ten years to build a quality facility for this program. Currently the school has two outdoor gardens, tennis courts, a track, soccer field, baseball field basketball courts, an outdoor performing arts stage, and a newly acquired hydroponic garden. In addition to these areas, the district has agreed for the 21st CCLC program to use the school facility at no cost, including the cafeteria, age-appropriate classrooms, computer labs (if available), media center, and family center. All site facilities undergo inspections by school district personnel at least once annually.
5.6.g Safety and Student Transportation
Student Safety: Student safety is enhanced as the program is located in the regular school attended by student participants. Following dismissal from school, students report to assigned 21st CCLC room where attendance will be taken. When students are picked up: (1) parent(s) must designate authorized adults; (2) designated adult signs dismissal log; (3) designated adult must present photo identification, to be compared to a copy on file. Additional procedures for student safety include: (1) school evacuation plan and crisis response; (2) medication and first aid; (3) outdoor safety; and (4) off-site field trips. Students will never be alone during field trips, with safety procedures including: (1) buddy system; (2) regular head counts (visual & verbal); (3) training in symptoms of heat exhaustion; and (4) drinking water always available. Off-site activities will be staffed by a minimum of one chaperone to 10 students, per district guidelines, with most chaperones being active 21st CCLC staff.
Upon dismissal from 21st CCLC, student pick-up procedures follow these guidelines: (1) parent(s) must designate persons authorized to pick up their child; (2) individuals must sign complete legal name, student's name, date, time on the dismissal log; (3) individuals must present photo ID to be compared the identification on file. During student pick-up, the site coordinator and other program staff members are available to communicate with parents/guardians. Additional policies and procedures for student safety include: (1) school evacuation plan, crisis response, first aid kits, and defibrillator; (2) first aid treatment; and (3) walkie-talkies with District Police Department emergency broadcasts. Students are supervised at all times by certified teachers and enrichment instructors to ensure safety. The site coordinator maintains safety and security, communicates with parents, and relieves teachers.
Student Transportation: The proposed 21st CCLC program site is located at school facilities, such that transportation to the site is not necessary. However, as indicated above, procedures are in place to ensure students arrive and are picked up safely. Buses will be provided for educational field trips, where parents will sign permission slips and provide emergency information. 21st CCLC chaperones are responsible for enforcing off-site rules, such as: staying in seats, keeping belongings inside, and being quiet at railroads. 21st CCLC teachers and counselors will sit in the front, middle, and back of the bus.
5.6.h Dissemination Plan
The dissemination plan focuses on (1) families of participating 21st CCLC students; (2) the school community (parents, teachers, staff); and (3) the larger community and stakeholders (e.g., partners). Effective community outreach strategies are used to disseminate program information, data-based progress, program achievements, and operational modifications understandable to all appropriate audiences. Dissemination will expand the network of partners, while also helping ensure the proliferation of accurate information about the impact of the 21st CCLC program. Specific methods include programmatic flyers, newsletters, and calendars provided to families and the school community, as well as periodic meetings, briefings and updates with internal school staff and parents, project partners, and external community interest groups to ensure that the objectives and accomplishments are communicated and understood.
WNA regularly disseminates information about 21st CCLC, such as the location of services, proposed activities, and evaluation outcomes. WNA has an existing online infrastructure for disseminating information about educational services provided by the 21st CCLC program (http://teacherweb.com/FL/wnacna/21stcclc), which is also used as a resource by a wide range of stakeholders. The Program Director will ensure the website is updated on a monthly basis (including parent information and resources). The site will have a “21st CCLC Announcement Board,” where families can read about monthly activities, view special events, and see photos and projects created in the 21st CCLC program. If chosen as a project by the students, a newsletter will be produced and sent home with students and available to all stakeholders. The newsletter would include information on promising activities, as well as outcomes from formative and summative evaluations. For the larger community, the project translates all materials into Spanish, Haitian Creole, and other languages, as necessary.