A Faith-Based Initiative Program to help Improve in (after school 5:00pm to 8:30pm & every other weekend) :

Academic study (Tutoring) Test Scores (Studying area of weakness) Cultural Diversity Global Warming Awareness Recycling Projects Nutritional Value Photography Art & Theater

Home School Adventures’ Purpose

To effect long-range improvements in academics and character accountability by 50% increase from baseline year.

Engage on-going parent and mentor participation through attendance verification

Increase cultural diverse awareness and build connecting relationships through cultural events/festivals.

Raise statewide test scores among underachieving students by 10% from baseline year, and increasing by 15% for subsequent years up to 5 years.

Explore community to enhance access and availability to support knowledge of resources

Program Goals

Revisions to the letter to Partners     Dear ________ The Home Adventure School is seeking partners to support the continued development of youth and young adults within Prince George’s County

with improved academic, social, cultural, and global warming awareness.   Our program is built on the combined experience of its founder, and senior staff who have devoted over ____X number of years in education and

community program development. We have learned from our experience that in order to achieve good outcomes with children programs, we must involve families, community and faith-based organizations to support our efforts. Our overall goals are to:

  Effect long-range improvements in academics and character accountability by 50% from baseline year.   Engage on-going parent and mentor participation through attendance verification   Increase cultural diverse awareness and build connecting relationships through cultural events.   Raise statewide test scores among underachieving students by 10% from baseline year, and increasing by 15% for subsequent years up to 5

years.   Explore community to enhance access and availability to support knowledge of resources   We would appreciate an opportunity to have a dialog with you about how your organization may support our program goals. We welcome financial

support as well as in-kind service support. Please feel free to contact me at the above address, so that we may discuss this further.   Sincerely,        

Letter to Prospective Partners

Adventure Home School An Extra Activities Program

How do you see your child spending his/her time after school? What projects do they do on the weekends? What kinds of summer activities do you have in mind? Help us provide your children with positive afterschool,

weekend and summer activities;

1. Places to visit (Museums/Manufactories)2. Things to do (Theater& Fine Arts & Crafts)3. Tutor homework (Math, Reading, Writing)4. Facts on nutritional value (grains, fruits,

vegetables)5. Contributing to society (service, global warming,

recycling, volunteering)

Participants in this program will be able to; Increase parent/mentor/child relationships by 50% from baseline year. Increase cultural integration activities to support knowledge of diversity

and how it affects society as a whole. To enhance knowledge for money management, measuring, geometry,

algebra, science, research, writing and mapping and make connection with academic achievements.

Improve knowledge of subject matters from existing school programs and enhance formal and informal test scores by 25% from baseline year.

Increase study, environmental and life skills by 20% to 35% to support academic excellence.

Increase involvement in volunteerism, global warming and recycling projects by 100% from baseline year.

Increase nutritional and health awareness by 20% to 30% from baseline year.

Program Objectives:

Increased statewide test scores by 25% to 30% of those failing or close to failing

Improved academic performances , life and decision making skills by 25% to 35%

25% to 35% will graduate from college, receive gainful employment and participate in volunteering.

Improved for greater success, by 30%, when in transition from grade-to-grade and after graduation transitions.

Improved cultural relationships integration by 50% from baseline year.

Increase involvement in global warming and recycling projects by 100% from baseline year. Improved nutritional awareness for healthy eating choices by 50% increase.

Intended Outcomes

PhotographyScrapbook

GeographyMappingResearch

Theater ArtsScience

Arts & Crafts

Mathematics

Figurative Track Courses

Director: Supervises on-going performances, monitors & manages quality & efficiency of work performed Ensures quality services are provided Plan and implement Fund Raising Events Meet with board of trustees for input Overall leadership and guidance, assigns tasks, directs & oversees business function & activities Keep lines of communication open between school, parents and mentors. Meet with staff for performances and set up training for staff Operates the infrastructure & coordinates support Establishes, communicates, implements short and long term strategies to deliver services Establishes goals, objectives. Defines methodology, tasks, activities and clearly describes roles &

responsibilities for performing to personnel. Coordinates cross functional teams

Coordinator Plan and Implement community-based activities Prepare letters of consent for parents and mentors, & correspondences Develop monthly calendar of events Develop monthly nutritional meals (breakfast, lunch and dinner) Make sure students records have all documents necessary for Home School Prepare portfolio information to be set up by group leaders & students. Writes newspaper articles, public

service announcements and presentations.

Role and Responsibilities of Employees

Deposable Cameras $500 Or 4 digital cameras $639.96 @ $159.99 4 computers laptop $3,400 @ $850 Arts Supplies $1,500 Scrapbooks $1200 Books, pencils, pens, highlighters $1500 Software $1000 Printer (2) $1500 Xerox Machine $3000 Shredder $350 Office desk & chair $1500 Miscellaneous $1200

Total = $17289.96

Materials Needed for Start-Up

Transportation Personnel Cost Materials Fuel & Maintenance

1999 Ford Windstar - $2700 annual upkeep.

Leasing 35ft Recreation Vehicle – $40,000 (2 year lease)

Director – $55,000Coordinator – $51,700Administrative Ass. – $35,330

Initial Supplies - $25,000 4 Laptop computers4 digital camera30 Portfolio Binders30 Scrap Books1 Xerox2 printers2 Sets of Office Supplies

Windstar = $100 wkly for gas fill-up &$2500 annual upkeep

These are estimated prices based on pricing items at store locations.

Travel – Lodging – Touring$35,000

Student cost per week is $250 @15 students. Total of $3750

Annual Supplies:Books, Maps, Pencils and membership to educational resources = $ 20,000

Contributions & Endorsements:$100,000

A.H.S. Budget & Justification for Grant Proposal (annual)

Data Set Survey American Community Survey estimates @ 5,618,344

By Age:1. 10 to 14 yrs = 6.8%2. 15 to 19 yrs = 7.3%3. 20 to 24 yrs = 6.6%

4. Females:5. 2,899,855 – 6.5%

6. Males: 7. 2,715,872 – 7.1%8. Female margin of error = +/-2,5269. Male margin of error = +/- 2,526

Maryland Population (U.S. Census Bureau & American Fact Finder)

Data received from “Achievement Matters Most by Maryland State Department of Education.

1. Based on MSA “Maryland School Assessment” and HSA High School Assessments”

2. Prince George’s County Maryland as of 2007 has the 2nd highest number of “Schools in Need of Improvement”.

3. 34 High Schools, 22 Middle Schools and 12 Elementary Schools

4. 99% of Maryland students take MSA, 1% take Alt-MSA.

5. Scores are based by levels of; a). Basic, b) Proficient, c) Advanced.

6. Reading Scores from 3rd to 10th grade: 32.7 basic, 60.2 Proficient, 7.1 Advanced

7. Mathematic Scores from 3rd to 10th grade: 30.4 basic, 56.6 Proficient, 13.0 Advanced

8. Alt-MSA= 60.0 basic, 18.7 Proficient, 21.3 Advanced.

9. Statewide = 21.7 basic, 63.2 Proficient, 15.1 Advanced Elementary = 94.6 Middle = 94.6 High = 91.5 33.7 % Highly qualified teachers.

Statistical Data on Test Scores in Prince George’s County Maryland

District of Columbia Needs Improvement Make-Up from schools (see data)

Prince George’s County Needs Improvement Make-Up from schools (see attachments)

Immigration Pilots (see attachments)

Test Score Results 2007 (see attachments)

Population of students that are Overweight

Prince George’s County Pollution Data

The Need for A.H.S.‘s Services

Friendly HS = 1718 G. Gardner Shugart MS = 625 Glass Manor ES = 304 Green Valley ES = 910 Hillcrest Heights ES = 569 Indian Queen ES = 503 J. Frank Dent ES = 263 Jessie B. Mason = 33 Longfield ES = 423 Lord Baltimore MS = 667 Middleton Valley ES = 437 Morningside ES = 206 North Forestville ES = 389 Overlook ES = 352 Oxon Hill ES = 416 Oxon Hill HS = 2423 Panorama ES = 707 Potomac HS = 1363

School Populations Prince George’s County - 2006 (Maryland State Archives) Cont’d

Potomac Landing ES = 426 Princeton ES = 434 Rose Valley ES = 349 Samuel Chase ES = 359 Shadyside ES = 295 Skyline ES = 187 Suitland HS = 2457 Tayac ES = 369 Thomas Claggett ES = 235 Thurgood Marshall MS = 888 William Branes ES = 470

School Populations Prince George’s County - 2006 (Maryland State Archives) Cont’d

Charter Schools are making a difference in the District of ColumbiaThis report is an assessment of the charter school program in the District of Columbia during the 1998-1999 school year. It provides descriptive information on public charter schools based on more than 70 interviews with school leaders, teachers, parents, charter advocates, and government officials. Findings show that charter schools in the District of Columbia have found an eager clientele. Although it was initially imposed by Congress, the charter school concept in many respects reflects the District's tradition of homegrown efforts to reform education through decentralization and choice. From the perspective of DC parents, the specific pedagogical and organizational distinctions among the charter schools may be less significant than the simple fact that they represent something different from their children's current schools. The smaller size and more intimate setting of charter schools may also contribute to their appeal. For those who fear that charter schools will cater to an already favored elite, the evidence from the District is generally reassuring. However, preliminary evidence suggests that charter schools will not produce the substantial cost-savings that some envisioned. Evidence does not suggest that parental involvement is higher for public charter schools, and it is too early to determine whether public charter schools have improved student achievement. Charter school progress in the District of Columbia suffers from breakdowns in communication and some bureaucratic tensions, but some of the tension is a predictable and perhaps unavoidable offshoot of the deliberately ambiguous nature of the charter concept. It is not yet clear whether charter schools will lead to the revitalization of the traditional public education system or its evisceration. Some recommendations are made for the cautious embrace of charter schools with targeted support and clear management policies. (Contains 9 figures, 4 tables, and 66 endnotes.) (SLD). Click on any of the links below to perform a new search ERIC #: A unique accession number assigned to each record in the database; also referred to as ERIC Document Number (ED Number) and ERIC Journal Number (EJ Number). ED443899 Title: The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. Making a Choice, Making a Difference? An Evaluation of Charter Schools in the District of Columbia. Authors: Personal author, compiler, or editor name(s); click on any author to run a new search on that name. Henig, Jeffrey R.; Moser, Michele; Holyoke, Thomas T.; Lacireno-Paquet, Natalie; Holyoke, Thomas T. Descriptors: Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term. Charter Schools; Educational Change; Elementary Secondary Education; Instructional Effectiveness; Public Schools; School Choice; Urban Schools Source: The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. N/A More Info:Help Peer-Reviewed: An indication of whether the document came from a peer-reviewed journal or U.S. Department of Education publication. Note: Used from 2005 onward.More Info:Help N/A Publisher: Publisher name and contact information, as provided by the publisher; updated only if notified by the publisher. N/A Publication Date: The date the document or article was published. 1999-11-00 Pages: The total number of pages including all front-matter. 116 Pub Types: The type of document (e.g., report) or publication medium. Reports - Evaluative

More than half of the District's public schools -- and all but two of its high schools -- failed to meet test-score benchmarks in the federal 'No Child Left Behind' law for two years in a row, according to a list that D.C. officials were expected to release Monday.

The law requires that students at those schools be given the option of transferring to other public schools in the city. But with such a long list of failing schools, it is unclear how this provision can be implemented.

List of Data from the State Superintendent of Education:

(next page).

Statistical Data on Test Scores in the District of Columbia

                                             

August 17, 2007 District of Columbia Releases School Achievement Data (Washington, DC) The Office of the State Superintendent of Education (OSSE), the District of Columbia Public Schools (DCPS), and the Public Charter School Board (PCSB)  today released the 2006-2007 achievement data from the state test known as the District of Columbia Comprehensive Assessment System (DC CAS). Annual testing is mandated by the No Child Left Behind (NCLB) legislation and is used to determine student proficiency in reading and math. The test scores increased during the 2006-2007 school year, although many of the 191 schools tested did not reach proficiency standards. These results are based on the more rigorous and challenging testing standards put in place two years ago. To view the actual test scores, select the link below:NCLB Test ScoresOverall, 42 schools made Adequate Yearly Progress (AYP) in reading and mathematics during the 2006-2007 school year--an increase compared to 33 schools making AYP in 2005-2006. Schools that do not reach AYP two years in a row are designated as schools “in need of improvement, corrective action, or restructuring.” Of the 191 public schools categorized, only 48 schools are designated as “Not in Improvement."  The remaining schools are in categories ranging from “In Need of Improvement” to the most serious “In Need of Restructuring.”For the 2006-2007 school year, 38.2% of elementary students achieved proficiency in reading, a 1% increase over 2005-2006.  Secondary school students rose 2.4% during the same period from 32.3% to 34.7%.The most significant gains were made in math. For the 2006-2007 school year, 30.5% of elementary students reached proficiency in math, a 3.7% increase. More dramatic was the secondary school score of 32.8% proficiency in 2006-2007, a 6.5% increase.Deborah A. Gist, State Superintendent of Education, states, “It is critical that we take steps to more dramatically improve student achievement to ensure our students’ success in the 21st century. The Office of the State Superintendent of Education will work closely with the DC Public Schools and the Public Charter School Board to provide our schools with the support they need to reach these aggressive but attainable goals. We will implement the intervention steps called for by NCLB.”Michelle Rhee, Chancellor of DC Public Schools states, “Increasing the academic achievement of our students is our top priority.  We saw some areas within DCPS that saw strong growth and hope to build on those best practices.  Other areas that were weaker will be looked at carefully so that a plan can be developed including our Office of Secondary School Transformation.”Ms. Gist, Ms. Rhee, and Ms. Josephine Baker, Executive Director of the Public Charter School Board, will study the practices of performing and underperforming schools to determine ways to increase the rate of improvement, and Ms. Gist says that the OSSE will consider additional options for measuring achievement including growth or value-added accountability models.For more information regarding the Office of the State Superintendent of Education (OSSE), please visit the agency’s website at www.osse.dc.gov.For more information regarding the District of Columbia Public Schools (DCPS), please visit the agency’s website at http://www.k12.dc.us/.