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21st Century Community Learning Centers
2016-17 RFP
Boys & Girls Clubs of Palm Beach County –Rosenwald
Children Achieving & Reaching Educational Success (CARES Program)
5.1 Project Abstract
The Boys & Girls Clubs of Palm Beach County’s (BGCPBC) Rosenwald 21st CCLC CARES
Program will serve 80 children in grades K-5 at Rosenwald Elementary School, located at 1321
Martin Luther King Blvd, South Bay, a severely underserved and economically distressed
community. The program will operate from 3:15 p.m. - 5:45 p.m. (2.5hrs/day), Monday-Friday,
for 180 school days during the 2016-17 school year. Rosenwald Elementary School is a D-rated
school where 98% of students qualify for free or reduced lunch. The school occupies a beautiful
new facility available to BGCPBC as it provides a variety of Project Based Learning (PBL) and
academic enrichment activities that improve student achievement in reading/language arts,
math and science. Program components are delivered by Florida Department of Education
(FDOE) certified teachers with a 1:15 ratio for the academic component and a 1:20 instructor to
student ratio for enrichment activities. An Adult Family Member Program will offer sequential
learning opportunities according to adult family members’ interests and needs, primarily as a
means to help them support their child’s academic success.
5.2 Needs Assessment
The agricultural “Glades” (as this inland community of small towns is known) is geographically
and socially disconnected from the thriving business and arts communities located 50 miles east
on the Palm Beach County (PBC) coast. Within one mile of Rosenwald, the racial composition
of the population, numbering 4,666 residents, is 24% White; 66% Black or African American;
and 10% other. Of the 4,666 residents, 21% are Hispanic of any race. The Rosenwald student
body is 2% white; 74% Black/African American and 23% Hispanic (of any race).
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Within one mile of the school, 33% of families are below poverty level, as compared to 11% of
PBC families and 12.4% of families statewide. In this same geography, 40% of households earn
less than $24,999 per year compared to 22.3% of residents countywide and 24.4%
statewide. Median household income for Blacks/African Americans within one mile of
Rosenwald is $29,081, compared to $38,927 for Blacks countywide and $35,073 statewide.
Within one mile, 13% the population age 25+ have less than a ninth grade education, 18% have
some high school education but no diploma, 42% have a high school diploma or GED, and 6%
have a bachelor’s degree or higher. Comparatively, in Florida, 5% have less than a ninth grade
education, 30% have a high school diploma or GED and 24% have a bachelor’s degree or
higher. Among Rosenwald-area Hispanic Latino residents, 53% have no high school diploma,
26% graduated from high school, and 9% percent have some post-secondary education and 9%
have a bachelor’s degree or higher. (Nielsen Company Snap Shot Reports, 2016)
The PBC Sheriff’s Office has stated that gang activity in the Glades is a significant problem, but
difficult to quantify. Signs of gang membership are everywhere, including the schools;
recruitment is intense, beginning with the youngest of children. In PBC there were 4,409 juvenile
arrests--703 were larceny/theft occurring in the Glades (PBSO, 2016). In 2010, the city violent
crime rate in Belle Glade was higher than the violent crime rate in Florida by 283.05% and the
city property crime rate in Belle Glade was higher than the property crime rate in Florida by
103.26% (PBSO, 2014).
According to the Rosenwald 2015-16 School Improvement Plan (SIP), 98% of the 222 students
are economically disadvantaged, 100% report as non-white and 98% are eligible for free or
reduced lunch. The school received a D grade in 2016. The School’s SIP revealed that 54
students had below 90% attendance, placing them at risk of dropping out during the delicate
middle to high school transition. The SIP also illustrates the need for the 21st CCLC program in
that 127 out of 222 students (57%) failed their English Language Arts or math courses.
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According to Community Partners (a PBC nonprofit offering housing, community and mental
health services), 46% of children raised in PBC high-risk communities are not kindergarten
ready. Children not reading on grade level by 3rd grade are four times more likely to drop out of
school later (PBC School District Strategic Plan 2016-2021). Thirty-five percent of children who
live in neighborhoods of concentrated poverty and do not read proficiently do not graduate from
high school. The plan identifies a need to build a comprehensive single school culture in every
school, making behavioral and social/emotional services increasingly accessible. BGCPBC’s
presence in schools has been credited with helping to promote a single school culture and the
use of the full range of services available to support learning.
According to the Harvard Family Research Project, “Research shows that children spend only
20 percent of their waking time annually in formal classroom education, leaving 80 percent of
their time to explore and enhance their learning interests in non-school settings.” (Family
Engagement in Anywhere, Anytime Learning. HFRP 2014) “The Promising Afterschool
Programs Study”, which polled 3,000 low-income, ethnically diverse elementary and middle
school students found that regular participants in afterschool programs report improved social
and behavioral outcomes: elementary students reported reductions in aggressive behavior
towards other students and skipping school and middle school students reported reduced use of
drugs and alcohol, compared to their routinely unsupervised peers. (Afterschool Programs:
Making a Difference, Policy Studies Associates, Inc., 2007 from After School Alliance,
http://www.afterschoolalliance.org/after_out.cfm, retrieved 3/07/16)
The last 13 years of implementing the 21st CCLC program at other BGCPBC Clubs has
demonstrated that it provides a competitive edge in helping youth succeed academically,
discover talents, live healthier lives and gain hope for promising futures. Seven of the
BGCPBC's 13 sites are located in the disenfranchised Glades community, demonstrating the
organization's commitment to address the extreme shortage of quality afterschool programs in
that area. At the six elementary school-based Clubs and a free-standing Teen Center, BGCPBC
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assists among the most underserved youth in the County. The BGCPBC implements a robust
menu of educational and growth opportunities for these children, adolescents and teens that
mitigates external threats. Low family incomes, poor parental educational attainment, high rates
of unemployment and crime, limited out-of-school options and low test scores of Rosenwald
students demonstrate the need for such afterschool programming. Currently, four of these
seven sites in the Glades are 21st CCLC sites; those without this funding are modeled upon the
21st CCLC program, scaled according to the availability of funds while maintaining excellence,
variety and choice.
High-quality, afterschool programs help keep children out of harm’s ways and engaged in
learning during the vulnerable hours of 2 - 6 p.m. BGCPBC’s 21st CCLC CARES program
provides unimpeded access to fun, stimulating and experiential academic and enrichment
activities in a safe environment with caring adults. Providing children safety, nurture and choice
allows them to take ownership of their learning, explore interests, experience and attain new
perspectives and develop healthy behaviors. Effective afterschool programming can have a
profoundly positive impact on children’s academic achievement, social, emotional and
behavioral growth, as demonstrated by decades of academic research.
A school-based 21st CCLC program eliminates the need to transport children to another site,
providing parents with the ease of having only to retrieve children after work. Programs provided
to adult family members, described below, help parents/ guardians establish a strong
connection to their child’s school, maximizing student outcomes, improving lives and building
stronger families.
5.3 Program Evaluation
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:
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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 district has committed to providing necessary data on active 21st CCLC students,
including attendance, behavior, grades and other data to support this program.
A Formative Evaluation will be completed once per year (mid-year), with additional interim
evaluations completed after on-site visits. The formative report will examine progress toward
21st CCLC program objectives, along with recommendations for programmatic and data
collection changes. 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
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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 three levels: (1) administrators, (2) staff
members and (3) stakeholders. The evaluator will conduct at least one site visit, providing an
interim written report 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
trainings 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.
Reporting Outcomes: As detailed throughout this section, the evaluation process includes all
elements of the required Evaluation Data Collection and Reporting Deliverables section,
including baseline data collection, mid-year/formative and end-of-year/summative reporting,
stakeholder survey data and data required for submission to the federal reporting system used
by the U.S. DOE. The program and the external evaluator are committed to submitting all
required data as instructed and through whatever system developed by these entities.
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
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all aspects of program evaluation, including formative, summative and data reporting. The
evaluator has worked with BGCPBC since 2012 and fully understands the 21st CCLC program.
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.
5.4 Experience and Capacity
BGCPBC has provided academic and youth development programs to PBC children, ages 6-18,
for 45 years. Since the original Club opened in 1971, the organization has grown to seven
stand-alone facilities and six school-based sites. In 2015, 5,600 youth were served and an
additional 2,600 family, youth and community members participated in outreach programs. In
2003, BGCPBC received its first 21st CCLC award which successfully provided before school,
afterschool and summer academic enrichment programs; five additional sites were added
subsequently. Today, BGCPBC provides 1,200 students from 26 Title I schools with effective
21st CCLC PBL programs at nine sites throughout PBC. Participants consistently experience
academic gains and outperform their non-21st CCLC same-school peers on standardized tests.
For example, the 2014-15 summative report for the 21st CCLC CARES program serving three
elementary schools in the Glades (Glade View, Pioneer Park and Belle Glade) indicates highly
positive outcomes at yearend. The targeted objective across each core subject area is that 75%
of students maintain or improve comprehension. For reading, 99% of students maintained or
improved reading comprehension; 97% maintained or improved their vocabulary; 96%
maintained or improved math scores; and 94% maintained or improved science scores.
In addition to receiving the 21st CCLC program funding from the FDOE, the BGCPBC receives
funds from the US DOE, US Department of Juvenile Justice (DJJ) and the US Office of Justice
Programs (OJP), passed through the Boys & Girls Clubs of America. In 2015, the BGCPBC
received the first competitive grant award from the PBC Youth Services Department for its
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successful Teen Employability Program. Program administration, fiscal management and
outcome measurement requirements for these public funders are rigorous. BGCPBC has
established systems in each area to ensure compliance; a carefully crafted fiscal management
infrastructure ensures fiscal oversight at both the staff and board level.
As a DOE and DJJ grantee, BGCPBC is subject to random audits by an independent evaluator.
The purpose of a December 2015 audit was to: 1) test that the sub-recipient administered
federal awards in accordance with federal regulations; 2) test that internal controls over federal
programs appear adequate for proper grant administration; and 3) ensure sub-recipient’s
compliance with other requirements as detailed in BGCPBC’s Application for Membership and
Grant Letter of Agreements with Boys & Girls Clubs of America. We are proud that all processes
were satisfactorily demonstrated, as they were in a 2016 audit of organizational and
programmatic operations by PBC Youth Services Department.
As part of our commitment to all funders, we use a variety of tools internally to track student
participation and progress, such as electronic scanning of membership cards, pre and post-
tests, instructor observation and rubrics and self-evaluation surveys. (Student academic
performance is available through a partnership with the PBC School District.) Parent/guardian
surveys help track student progress, family participation as well as perceptions of
connectedness and involvement. Lastly, we use Boys & Girls Clubs of America’s National Youth
Outcome Initiative (NYOI) a research-validated online assessment that measures participation
rates, academic success, healthy lifestyles and character and leadership.
The BGCPBC utilizes a Quality Improvement System (QIS) developed by Prime Time PBC (an
agency providing afterschool accreditation, QIS and professional development trainings). As a
programmatic self‐assessment process, the QIS expedites our assessment of safety, staff
engagement, Club climate, organizational skills and programs. BGCPBC has been affiliated with
Prime Time and used the QIS since its inception, receiving the highest ratings possible.
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The BGCPBC’s Resource Development Department regularly reviews the status of program
budgets, participation levels, outcome measurement results, QIS updates and daily
programmatic operations. Data and trends are analyzed to streamline program delivery and
heighten excellence. The VP of Resource Development keeps the President & CEO and other
senior leaders apprised of programmatic highlights or concerns.
BGCPBC is reviewed by external accrediting agencies and has received a GOLD star from
GuideStar and the highest level of accreditation in nonprofit management from NonProfits First
since its inception in 2005. Lastly, we participated in a Florida TaxWatch Study commissioned
by the Florida Alliance of Boys & Girls Clubs that sought to determine educational and juvenile
justice-related outcomes of members. Across all findings, Club members performed better:
graduating on time, improved math and reading scores, increased grade advancement;
decreased incidents of Juvenile Justice referrals with no referrals to adult courts, as well as
$9,000 economic savings impact on communities for every student not retained a grade.
5.5 Partnerships, Collaboration & Sustainability
5.5. a Community Notice
To ensure that the Glades area and greater PBC communities were informed of BGCPBC’s
intention to apply for funding for the Rosenwald 21st CCLC CARES program, BGCPBC posted
a notice on its website and that which is dedicated specifically to the 21st CCLC programs
(https://bgcpbc21stcclc.wordpress.com/) on March 15, 2016. A link to the submitted proposal
will be available on these websites on the due date, March 23rd. Within 14 days of receiving
funding determination, a notice of grant funding, basic program logistics, staff contact
information and link to the funded proposal will be posted on both websites. Quarterly updates
on these sites will highlight student progress and special projects. Adult family members will be
encouraged to check the 21st CCLC website, BGCPBC’s Facebook page and bulletin boards for
programmatic highlights and activities for children and adults. Formative and summative
evaluations of the Rosenwald program will be posted to the 21st CCLC website as available. At
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regular meetings with the Birth to 22: United for Brighter Futures consortium, BGCPBC’s
intention to apply for Rosenwald 21st CCLC funding and its ongoing operations of 21st CCLC
programs have been discussed at length.
5.5. b Partnerships
Now in its 45th year, BGCPBC is a highly regarded mainstay afterschool provider within PBC’s
human service and youth development community and enjoys strong relationships with
organizations and funders across the county. BGCPBC’s partners offer students a broad array
of in-kind activities that help to fulfill the academic enrichment objectives for participants. Recent
partners have included the PBC Sheriff’s Office (prevention programs), the Florida Health
Department-PBC (health and wellness classes), Dolly Hand Cultural Arts Center at Palm Beach
State College (arts programs), Prime Time PBC (recreational and learning opportunities for
participants), the Norton Museum of Art (free admission and classes), Legal Aid Society of PBC
(workshops about medical insurance, fair housing, immigration) and BRIDGES at Belle Glades
(parenting skills workshops). The value of the in-kind services varies each year, but will be
captured and reported in year-end financial reports.
5.5 c Collaborations with the Regular School Day
An inter-local agreement between BGCPBC’s 21st CCLC programs and the PBC School District
allows access to student data: report card grades, standardized test scores and behavior and
attendance records. Over the past 13 years of operating 21st CCLC in the Glades, BGCPBC has
successfully collaborated with the principals, administrators and teachers, which will support the
seamless reinstitution of the 21st CCLC program. BGCPBC intends to hire the highest
performing Rosenwald Elementary teachers to serve as 21st CCLC educators. These educators
bring a wealth of knowledge about students, their needs, core academic standards and
curriculum at each grade, as well as knowledge of the school goals within the SIP. Rosenwald
teachers can help BGCPBC staff identify the confluence of this knowledge base and BGCPBC’s
overarching 21st CCLC program. Uninhibited access to each 21st CCLC students’ academic
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records positions 21St CCLC teachers to design the 21st CCLC academic plan and share it with
school-day teachers, adult family members and staff. As the year progresses, 21st CCLC
teachers will meet with other Rosenwald school-day teachers to review students’ progress, the
21st CCLC lesson plans and map strategies to further engage students in academic
enrichment. BGCPBC will hire trained youth development professionals to serve as enrichment
instructors. All 21st CCLC staff, including the project director, site coordinator, teachers and
instructors will meet monthly to discuss PBL implementation, identify barriers and find solutions
to behavioral and academic challenges. If private school students participate in the 21st CCLC
program, BGCPBC’s project director will establish similarly thorough communications with the
principal and teachers.
5.5. d Sustainability
BGCPBC is involved in key dialogues with stakeholders across the county. As a member of the
Birth to 22: United for Brighter Futures consortium (uniting stakeholders from the public sector,
such as Children’s Services Council, PBC Youth Services Department, Juvenile Justice
Commission, the private sector, including private schools and the nonprofit sector, including the
United Way, CareerSource and other service organizations) BGCPBC helps to coordinate,
streamline and align youth services to mitigate the most urgent threats and risks to PBC’s
disadvantaged youth. Many of these youths are served by BGCPBC. This process ensures an
“economies of scale” streamlining youth services and prevents duplication of services, which
assures funders that grant dollars are being used efficiently.
The BGCPBC fully integrates resources from public and private funders across its clubs and
leverages grant resources to ensure that the 21st CCLC program approach serves as the
foundation of the Clubs’ overall academic enrichment programs. As stated above, the BGCPBC
receives government funding from the US DOE, US DJJ the US OJP in addition to FDOE
funding of the 21st CCLC program. BGCPBC also secures grant funding from private and
corporate foundations to support and maintain the academic enrichment and teen employability
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programs (the latter of which keeps members engaged in BGCPBC programs well into their
teen years, maximizing their 21st CCLC participation). The successful leveraging of grant
dollars, commitment to program excellence, staff development and outcome measurements,
supports the BGCPBC’s ability to sustain programs and general organizational operations.
Lastly, the BGCPBC has recently hired a Vice President of Philanthropy who is diversifying
revenue by streamlining special events, invigorating the annual fund and increasing gifts from
philanthropists—further ensuring BGCPBC’s ability to sustain the high quality afterschool
programming for PBC’s most disadvantaged students and adult family members.
5.6 a Target Students
Rosenwald Elementary meets both priorities for the 21st CCLC program—it is a low-performing
Title I school and students are from low-income families. As of March 2014, the PBCSD Gold
Report found 32% of all students and 37% of Hispanic students were English language
learners. Because BGCPBC has served the Glades area since 1995 and currently maintains a
Club at Rosenwald Elementary, the staff understands the broad range of risk factors challenging
nearly all students’ health, wellbeing and academic success. BGCPBC expects to register 80
students in grades K-5 should this request be awarded. The BGCPBC fully welcomes students
with special needs and offers them the same opportunities to participate in the Rosenwald 21st
CCLC program, regardless of the level or severity of need, provided that they can be safely
accommodated.
Because BGCPBC receives 21st CCLC funding for the Teen Center in Belle Glade (serving
students in grades 6-12), elementary students in the Glades have every opportunity to continue
their journey through BGCPBC’s 21st CCLC program as they transition to Lake Shore Middle
School and progress through Glades Central High School. We credit this consistent participation
in the BGCPBC’s 21st CCLC program as the strongest influencer on students’ improved
academic performance. The 21st CCLC program is open to students at nearby private schools.
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5.6 b Recruitment and Retention
As a result of providing high quality afterschool programming in the Glades for the past 21
years, BGCPBC has earned the ultimate trust of caring for the community’s children when they
would otherwise be exposed to an array of threats to their health and wellbeing. We are
confident in our ability to recruit and retain the students most in need of 21st CCLC services—
those unprepared to pass standardized tests, reading far below grade level, in jeopardy of
falling victim to crime, at risk of dropping out of school, facing English language challenges and
living in households with low annual incomes. The primary strategies to be used to recruit and
retain targeted students in the 21st CCLC program occur across three domains: students,
parents/guardians and school personnel.
Recruitment Strategies for Students: Glades communities have few afterschool academic
support or enrichment choices. Not surprisingly, many Glades-area youth regularly attend
BGCPBC’s afterschool programming either at school sites or the Teen Center as attendance
data demonstrates across all seven sites. Recruitment strategies include:
Engage Rosenwald teachers in recruiting students most in need of 21st CCLC program
Invite current BGCPBC members at Rosenwald to register upon notification of funding and
to encourage and their siblings, classmates and friends to do the same
Establish an advisory committee upon notification of funding and request support with
notifying local leaders, adult friends and family members of the opportunity
Promote positive outcomes achieved at other 21st CCLC sites during a school-based
“welcome event” for students and families at the start of the academic year
Retention Strategies for Students: Research has also shown that giving children the
opportunity to choose their enrichment activities will empower them to take ownership of their
learning, build a strong sense of self, make positive life choices and gain a sense of control,
purpose and competence. “Innovative afterschool programs with a student-centered approach
have the potential to prepare youth as responsible citizens who are in control of their future.”
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(http://www.afterschoolalliance.org/Issue_54_Student_Centered_Learning.cfm, Issue Brief 54,
retrieved 3/9/16) Polling students to determine their interests, offering high quality activities
accordingly and enabling choice ensures student retention. Strategies include:
Solicit students’ input on activities to be offered and feedback on those that have occurred
Establish caring environment and provide personalized attention to ease learning barriers
Communicate with parents regarding absences and solicit help with attendance barriers
Parent Engagement in Student Recruitment:
In the Glades, BGCPBC is able to engage the youngest elementary students in the 21st CCLC
program and provide them with a seamless 21st CCLC journey through high school graduation.
BGCPBC knows that achieving this goal relies heavily upon fostering a solid relationship with
adult family members. Synchronously, the Rosenwald Elementary School 2016 SIP identifies
the need to increase parent involvement and retention. Both research and experience have
shown that parent engagement programs significantly increase parents’/guardians’ involvement
in their children’s scholastic and social development and improve their parent-child
communication skills. To garner parents’ support with student recruitment, BGCPBC 21st CCLC
staff will:
Host introductory reception for Rosenwald parents/guardians at beginning of school year
Request to promote the program at Rosenwald parent-teacher conferences during the
school year
Invite Rosenwald parents/guardians to attend unit presentations where they will also receive
updates of students’ progress and success
Invite parents/guardians to volunteer to experience the 21st CCLC program’s success
Ask parents/guardians of all BGCPBC programs in the Glades to help recruit Rosenwald
students through their network of family, friends or work associates
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As parents/guardians participate in a robust Adult Family Member Program, they will likely
be inspired to encourage other Rosenwald parents/guardians to register their children in the
program. (Strong adult family programs will also retain students and parents/guardians.)
Recruitment and Retention Strategies for School Principals and Teachers: BGCPBC will
utilize strategies to engage both Rosenwald Elementary School staff and private school staff in
recruiting students to participate in 21st CCLC program. (While there are no private schools
located in close proximity of Rosenwald, BGCPBC will ensure that all private school staff
receive ongoing notices about the 21st CCLC at all Glades locations.) To ensure an optimal
introduction to the 21st CCLC program, BGCPBC will keep all school teachers and
administrators apprised of program offerings, presentations and students’ learning gains.
Improved program communication throughout the school year provides Rosenwald teachers
with greater satisfaction and improves retention. Onsite involvement of Rosewald Elementary
School staff in recruitment includes:
Identify and refer students, especially those in need of 21st CCLC supports, during regular
monthly meetings with BGCPBC 2st CCLC project director and staff
Provide a list of school events to which 21st CCLC staff are welcome to attend to recruit
new students (open houses, assemblies, sporting events)
Promote 21st CCLC events and student progress via Canal Point’s internal and external
communication channels
5.6.c Student Program Activities
Students transition from their school day to the fun of BGCPBC’s 21st CCLC Children Achieving
and Reaching Education Success (CARES) program by signing in and enjoying a snack
provided by the school for the first 15 minutes. They then participate in daily Homework Help
throughout the school year. Homework Help is provided by qualified instructors; 21st CCLC staff
meets monthly with school day teachers to ensure alignment of Homework Help with the regular
school day requirements.
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Following homework help, students advance to Project Based Learning (PBL) ( in one of six
areas described below) associated with the MindWorks Resources curriculum, followed by
rotations through enrichment activities, such as STEAM, visual arts, dance, music, health and
fitness. The BGCPBC has successfully used MindWorks Resources an all-inclusive, research-
based program that is designed for optimal use in an afterschool setting, as its foundational 21st
CCLC program for the last seven years. MindWorks supports children’s dynamic, brain-based
learning styles, is aligned with the 21st CCLC Framework and Florida’s core educational
standards and has been shown to significantly increase student achievement in core academic
subjects.
A FDOE certified teacher will facilitate the MindWorks curriculum. The 21st CCLC Project
director and the FDOE teachers will partner with Rosenwald administrators to ensure that
content and pacing of MindWorks programs coincide with the educational objectives of each
grade and that both MindWorks and enrichment programs address the SIP objectives.
The MindWorks Resources’ school-year program comprises four unique nine-week units with an
overarching theme which for 2016-17 is “Eureka!: Moments of Discovery.” The four units are:
1) Lift Off: students discover and explore a universe of space topics--moons, planets, stars,
comets, galaxies and the colonization of Mars with the SpaceX program; 2) Think Tank:
students innovate, imagine and experiment across the spectrum of science, engineering and the
arts to create their own solutions and products; 3) Body Works: students discover the wonders
of the human body, the marvels of modern medicine and the creative work of research, design
experimentation; 4) Nature Calls: students learn the impact of nature on all species lives and
discover its inspiration on scientist, inventors and artists. Each unit comprises educational
modules in six areas: reading, vocabulary, math, science, social studies and art. The
MindWorks curriculum includes teacher guides complete with common core objective-based
standards: pre-and post-tests, comprehensive PBL components and materials for hands-on,
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experiential learning. Each unit culminates with a completed project such as art exhibition,
publication, informational or dramatic presentation.
The certified teacher/students ratio is 1:15 for the six units. Students rotate through a range of
academic enrichment programs, (STEAM, visual arts, dance, music, health and fitness) wherein
the teacher/student ration is 1:20 or lower, participating two or more times in each area. The
MindWorks curriculum is supplemented additional PBL components.
Flocabulary, a web-based program uses educational hip-hop music to increase literacy skills
that assists language development and comprehension, especially the 32% of whom are
English Language Learners and supplements instruction across the curriculum. Roger Farr,
Ed.D., Jenny Conner, Ph.D. and the Educational Research Institute of America demonstrated a
25% increase in vocabulary proficiency among students with the largest gains experienced by
students of a lower socioeconomic status. In his book, The Fluent Reader, Dr. Timothy Rasinski
argues that the use of “Repeated Guided Oral Reading” improves students reading fluency and
comprehension. The National Reading Panel stated that, “oral reading fluency is one of the five
major components of a researched based reading program.” Findings in Rasinski’s book
illustrate the benefits of oral reading across all levels as well as improved engagement and
interpretation skills.
Cultural Arts: While the arts are one of the six core instructional components of the
MindWorks PBL curriculum, BGCPBC provides additional offerings that advance students’
opportunities to discover an interest in different art forms, acquire a variety of social and
emotional skills fostered by creative expression, improve academic performance, appreciate for
the role of arts in society and gain an awareness of arts professions as viable careers.
Visual Arts programming exposes children to the arts through discussion, observation and
hands-on activities provided by the “Meet the Masters” program. Children discover basic art
elements and concepts such as design, color, form, space and texture gaining inspiration for
original work. The program is supplemented with drop-in activities by the Norton Museum of Art.
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Performing Arts (dance, music and theatre) are explored through project-based learning.
Dance programs include African dancing with drumming accompaniment by the students and
our Step program (a dance form that dates back more than a century). Theatrical and musical
techniques build awareness of communication through sound, voice and body, as well as other
skills improving a sense of self which public performances can provide. Visits from community
arts partners and field trips to local venues such as the Dolly Hand Cultural Arts Center at Palm
Beach State College expose students to the performing arts, broaden world perspectives and
build confidence in self-expression. All activities are age appropriate and rotated throughout the
school year.
STEAM Enrichment: BGCPBC’s STEAM program (Science, Technology, Engineering, Arts
and Math) is a multi-disciplinary program that applies STEM academic concepts to modules
aligned with the 21st CCLC projects. STEAM introduces students to basic scientific precepts
and related careers. STEAM activities include robotics, rocketry, roller-coaster building and the
ImageMakers National Photography Program.
The Healthy Lifestyles Program demonstrates how eating smart, keeping fit and forming
positive relationships result in a healthy lifestyle. BGCPBC uses CATCH Kids Club (CKC)
comprising physical fitness and nutrition education modules that are aligned with the Healthy
Eating and Physical Activity (HEPA) standards associated with the 21st CCLC program.
Students explore healthy eating based on the food pyramid, learn to read food labels and adopt
portion control habits. Students participate in fun fitness activities such as Double Dutch Jump
Rope, as well as organized individual and team sports including flag football and basketball
leagues. Students improve their cardiovascular health, endurance, flexibility, strength and sports
etiquette. BGCPBC’s 21st CCLC staff will attend quarterly training sessions to increase their
CKC and HEPA skills.
The Character Education and Dropout Prevention Programs have increased persistence
and progression in school, consistent attendance, reduction in suspensions and disciplinary
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actions and increased connectedness. Evidence-based “SMART Suites” modules promote drug
prevention, positive self-image, strong morals and ethics. At the elementary level, the content
prepares youth for a positive transition to middle school. Partnership with the PBC Sheriff’s
Office, DJJ and the OJP supplement BGCPBC prevention and intervention programs.
5.6.d Adult Family Member Program Activities
Adult Family Member programs to be offered on-site, under the direction of a family services
coordinator (FSC) will be designed according to the needs implied by the demographics of the
families served by the 21st CCLC program and to the family members’ responses to interest
inventories. According to a Pew Research Center study, Parenting in America, “Among parents
with school-age children, 85% say they have talked to a teacher about their children’s progress
in school over the 12 months leading up to the survey. Roughly two-thirds (64%) say they have
attended a PTA meeting or other special school meeting. And 60% have helped out with a
special project or class trip at their children’s school. Parents’ level of engagement in these
activities is fairly consistent across income groups.”
http://www.pewsocialtrends.org/2015/12/17/parenting-in-america, 2015, retrieved 3/9/16)
Parents in the Glades are united in their concern for their children’s health, safety and
education. The Adult Family Member Program builds bridges between family members and the
children’s academic success and their emotional and social development, as well as nurtures a
solid connection to the School and the School staff. The FSC regularly confers with adult family
members; 21st CCLC FDOE certified teachers, Club staff and school partners insure that the
monthly family programs align with the specific school activities and the Club’s PBL activities.
Other BGCPBC 21st CCLC Adult Family Member programs have evolved over the years,
allowing for consistency of programming. Seminars and sequential learning workshops
empower parents/guardians through leadership, educational and social activities and individual
support. Economic opportunity programs help family members advance their education and
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build their skills so they can secure stable jobs with increased earnings. Topics that mat be
covered in the weekly/monthly seminars include:
• English language literacy classes
• Financial Literacy provided by local banking institutions such as Wells Fargo
• Workshops presenting information about medical insurance, fair housing, immigration,
domestic violence prevention and taxes, among other topics presented by the Legal Aid Society
• GED preparation and workforce readiness provided by CareerSource PBC
• Health and nutrition programs presented by the Florida Department of Health-PBC,
Diabetes Education and Research Center, Community Health Center (FAU)
The Adult Family Member Programs are offered during convenient hours when parents are
most likely to attend. The activities offered are fun, interactive and skills-based as a means to
help parents support their child’s academic and social development and to improve their own
lives—including health, fitness, employment and family lives. Parents are surveyed to determine
their satisfaction and learning gains. Survey results, ongoing dialogue with family members,
findings associated the quarterly evaluations conducted by the external evaluator and other
feedback sources are reviewed with action steps taken for continuous improvement and
program development.
5.6.e Staffing Plan and Professional Development
The BGCPBC’s 21st CCLC program is operated within the Resource Development and
Program Department. The BGCPBC’s Vice President of Resource Development & Programs
holds a BS degree and oversees:
• Program pedagogy ensuring evidence-based practices and implementation
• Program and grant staff professional development
• BGCPBC’s internal program design, evaluation, measurement and research design.
The 21st CCLC project administrator holds a BS degree and is responsible for much of the
program’s success as an innovative model. The project administrator was the recipient of the
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Florida After School Alliance Award of Excellence as a Multi-Site Supervisor (2013) and served
as a member of the Florida 21st CCLC Statewide Task Force. Responsibilities include:
• Work closely with program evaluators to ensure successful outcomes
• Serve as a mentor and trainer for staff, oversee professional development, select and hire
project director, family services coordinator, enrichment instructors and data coordinator
• Manage the project and oversight of project administrative, finance and evaluation functions
and curriculum implementation
Together the project director and the project administrator select and develop the PBL academic
and enrichment curricula. The project director oversees daily program implementation, project
invoicing and monthly deliverables. The data coordinator uses automated reporting systems to
assemble and analyze project data.
FDOE teachers deliver academic components. Enrichment activities, including STEAM, Arts,
health and fitness and character education/dropout prevention provided by trained instructors.
The FSC implements the Adult Family Member program.
The BGCPBC Human Resource Department will oversee the recruitment, hiring and onboarding
of new or reassigned 21st CCLC staff. The BGCPBC will expand its contractual agreement with
the current independent evaluator to ensure ongoing program analysis.
Professional Development: All 21st CCLC staff are trained on all elements of the grant
including the delivery of PBL and enrichment activities in age and developmentally appropriate
ways. Staff will understand the program design, need and effective teaching methodology of the
21st CCLC program to obtain positive measurable objectives.
Curriculum expert trainers from MindWorks and the Educator’s Tool Kit, (and others as needed),
provide training for teachers on PBL activities and program staff on the service delivery model.
Workshops for all 21st CCLC staff are offered on a wide variety of program-based subjects.
Appropriate 21st CCLC staff will attend the FDOE statewide training for 21st CCLC recipients in
August 2016, including the evaluator, project director and one program staff. Staff routinely
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attends the 21st CCLC Florida After School Alliance (FASA) state conference. At least one
program staff also attends the National Afterschool Association conference and reports new
youth development knowledge to the 21st CCLC team. All 21st CCLC staff meet the required
certification requirements and possess all of the necessary licenses and credentials.
5.6 f Program Center
Currently, Rosenwald Elementary School at 1321 Martin Luther King Blvd, South Bay, FL 33406
is home to a functioning Boys & Girls Club. It is housed in the new school complex. The new
school is located on 20 acres which includes a new playground and a pavilion providing
additional space for outdoor activities even in inclement weather. The playground area is used
for outdoor activities and sporting events. The BGCPBC has access to classrooms, the new
library, cafeteria and media room during after-school programing, as well as for Adult Family
Member programming.
5.6.g Safety and Student Transportation
As set forth by 21st CCLC requirements, all staff/volunteers with repetitive (more than once)
contact with youth are required to pass a FDLE Level II background screening as described in
Section 1012.32 Florida Statues before employment/volunteering. Pre-employment and pre-
volunteering drug testing for prospective employees and volunteers and random drug tests are
conducted annually after hire. Staff undergoes the screenings required by the Jessica Lunsford
Act. The BGCPBC adheres to all district safety and hiring regulations.
Parent/guardians are required to provide all the pertinent emergency contact information and
authorized mode of pick-up including names of individuals authorized to pick up their child.
Authorized individuals must enter through a single egress, prove their identity and sign a
release form before a child may be removed from the premises. Participants of the 21st CCLC
program receive identification cards they swipe upon entrance and exit through an electronic
scanner recording daily attendance.
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At the start of the 21st CCLC program children gather in the cafeteria where they are greeted by
21st CCLC staff and escorted to classrooms. Students are closely supervised as they go from
program to program. 21st CCLC teachers take daily class attendance and provide it to the data
coordinator.
BGCPBC has a detailed operations and procedures manual outlining all safety procedures for
potential safety hazards and appropriate responses for all situations including weather events,
missing child and others. The plan was developed by safety professionals with staff input. All
staff receive First Aid and ongoing in-house trainings with at least one 21st CCLC staff certified
in CPR. The Club meets the district’s facility safety requirements as well as the Americans with
Disabilities Act (ADA) requirements.
Transportation: BGCPBC maintains a fleet of buses and vans used to transport 21st CCLC
youth to offsite activities. If transportation home from the Club is a barrier for participation,
BGCPBC will provide it. All Club vehicles are inspected regularly and equipped with the required
safety alarm that alerts drivers in the event a child remains in a parked Club vehicle. All Club
bus drivers have Commercial Driver’s Licenses (CDL-B with appropriate endorsements). Bus
drivers maintain a log of all youth transported to and from any offsite activity. All offsite activities
are supervised by qualified Club staff with a 1:15 staff to youth ratio. The Club also uses a field-
trip buddy system.
5.6.h Dissemination Plan
BGCPBC utilizes several different forums to keep the Glades community and greater PBC
informed about its 21st CCLC program—from issuing a notice of intent to inviting the public to
students’ presentations. The BGCPBC’s Director of Marketing and Public Relations is
responsible for managing the communication plan associated with BGCPBC’s portfolio of 21st
CCLC programs. The organization’s website, www.bgcpbc.org and that specifically dedicated to
the 21st CCLC program (https://bgcpbc21stcclc.wordpress.com/) posts all notices and reports,
keeping community members and stakeholders informed. Updated regularly, the 21st CCLC
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website showcases the work of the 21st CCLC students, PBL information unit presentations,
special events, upcoming family nights, flyers and calendar of activities. The Marketing Director
also utilizes press releases, the organization’s Facebook page and emailed newsletters (to an
opt-in database of 3,000 addresses) to further alert the public about 21st CCLC 21st CCLC
highlights and programmatic updates.
Since not all families residing in the Glades have access to the internet at home, the 21st CCLC
site coordinator maintains a bulletin board and depot for parents’ easy access to printed
communications when they enter the club. An ESOL language facilitator translates all
documents concerning 21st CCLC programming into the native language of the target
population. Greeting staff routinely share program highlights, student updates, and remind
family members of Adult Family Member Programs.
The Glades is a close knit community and word-of-mouth is a reliable tool for sharing
information. All BGCPBC staff are informed about the 21st CCLC program through monthly staff
meetings and are encouraged to share these highlights through their participation in community
events and forums as appropriate. Staff ensure that local civic and business leaders are kept
apprised of programmatic highlights and evaluation results throughout the year via phone calls,
emails and announcements at community forums. Recently, the Mayor of Belle Glade visited
the BGCPBC’s 21st CCLC program at Glade View Elementary School to view a PBL project on
the history, culture, industry and people of the Belle Glade and to congratulate the students.
By uniting the strengths of the BGCPBC programs with the Rosenwald 21st CCLC program and
supplementing them with internally created programs and local resources, BGCPBC will
continue to support the achievement outcomes of students. The opportunity to experience new
worlds, whether imagined through the arts, or realized through robotics, science experiments, or
sports, students develop the tools necessary to negotiate a world filled with uncertainty. Without
the capacity to understand self-discipline and self-motivation, or how to make healthy, life-
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affirming decisions, life will be difficult at best. BGCPBC’s robust Rosenwald 21st CCLC
program will help students soar socially, emotionally, mentally, intellectually and physically—
readying them to craft and embrace bright futures.
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