5.5. e program site - web viewboys & girls clubs – glade view, belle glade, pioneer park...

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Project Narrative – Boys & Girls Clubs of Palm Beach County –Fisher/DeGeorge RFA 2015-2016

Boys & Girls Clubs – Glade View, Belle Glade, Pioneer Park Elementary Program

Children Achieving & Reaching Educational Success (CARES Program)

5.1 Project Abstract

BGCPBC’s free 21st CCLC Children Achieving and Reaching Educational Success (CARES)

program will operate for three hours each day after school (M-F, 3:10p-6:10p for 36 weeks-180

days) and for 6 hours daily during the summer break (M–F, 9a–3p for 7 weeks-37 days). This

program is located in the severely underserved, low income City of Belle Glade and will operate

out of three Title I elementary schools including Glade View, Belle Glade and Pioneer Park,

serving 274 children in grades K-5 during the school year and 105 children in summer.

Children will receive a variety of reading/language arts, math, science, and enrichment

programs that complement the regular school day. Students will be provided 60 minutes of

Project Based Learning (PBL) programming in a 1:15 ratio. Family services will target

community needs.

5.2 Continuing Improvement

The BGCPBC’s 21st CCLC program at the Glade View, Belle Glade and Pioneer Park

elementary schools will enter its third year of funding for grant #5PCC7 in 2015-16, and, as

such, has undergone a summative evaluation in 2013-14 and both a formative evaluation and

site visit in 2015. The February 2015 site visit conducted by the BGCPBC’s independent

evaluator from the Center for Assessment, Strategic Planning, Evaluation and Research

(CASPER) highlighted core programmatic strengths, including that student attendance

exceeding projections and that students were highly engaged in hands-on, interactive PBL

learning, which teachers brought topics to life by asking critical thinking/probing questions. The

reviewer also noted that the school principals were very supportive of the program, as

evidenced by permitting BGCPBC generous use of the facility and, at one site, displaying 21st

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CCLC projects in the school’s cafeteria. Because the existence of baseline data can serve to

identify the lowest performing students and inform programmatic interventions, both the 2015

formative evaluation and site visit recommended that staff collect baseline data, including

academic grades, standardized test results and 21st CCLC curriculum based assessments, as

early in the program period as possible. These results will facilitate staffs’ efforts to obtain

progress monitoring data from school administrators and teachers as the school year

progresses and the use of these data to inform 21st CCLC programmatic adjustments.

The site visit report encourages BGCPBC staff to utilize resources provided by the Florida

Department of Education that were created specifically for the 21st CCLC programs, as well as

those available through CASPER. The report also recommends providing 21st CCLC staff with

professional development opportunities to increase knowledge of afterschool programming,

curriculum, and instructions.

5.3 Evaluation

5.3. a Evaluation Plan

Independent Evaluator and Qualifications: The BGCPBC has enlisted the services of an

external evaluator for each of its 21st CCLC grant projects. Since the 2012-2013 program year,

the external evaluation for BGCPBC 21st CCLC grant projects has been conducted by CASPER,

a highly experienced firm specializing in evaluation of out-of-school programs using a

continuous improvement and developmental evaluation model to assess progress towards the

stated objectives. CASPER will continue to oversee all aspects of program evaluation, including

formative, summative, and data reporting to both the Florida Department of Education and the

US Department of Education. The evaluator fully understands the 21st CCLC program and will

personally conduct all evaluation tasks. The lead evaluator for the BGCPBC grant projects is the

vice president of CASPER, who is a former director of evaluation for the Statewide Florida 21st

CCLC Administrative Team. Led by a professional evaluator and licensed psychologist,

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CASPER has overseen the evaluation of over 400 educational programs. An active member of

the American Evaluation Association and American Psychological Association, the lead

evaluator will conduct all evaluations according to the ethical codes and established procedures

of these professional organizations.

Evaluation Activities: The evaluator will provide any necessary data analysis, interim reports,

professional services, and assistance in training staff on collecting appropriate data which is

reasonable and necessary. Formal reports will include a review of accomplishments and

challenges, while also providing recommendations for program refinement based on both

quantitative and qualitative data. Individual and/or group interviews with providers, staff,

students, and parents will be conducted to collect additional qualitative data to help inform

evaluations. Objective performance data will be collected an estimated minimum of four times

per year (summer, baseline, mid-year, end-of-year). Specifically, the following activities will be

included in the evaluation of the program:

Continuous Improvement: The evaluator will provide assistance and oversight of the

ongoing evaluation using the Continuous Improvement Model (CIM). This will include

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 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. The overall

evaluation process is designed to provide a structure to (1) generate information for

ongoing program/activity refinement, (2) assess progress in meeting outcomes, (3)

document/analyze how the model works in practice, and (4) document/analyze changes

in targeted students’ actions, attitudes, knowledge, and performance.

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Evaluation Support: The evaluator will provide evaluation training and assistance

regarding baseline and follow-up data collection, selection of data elements, data

storage, evaluation planning, development of recommendations under CIM, and use of

evaluation findings for planning and revising program activities.

On-Site Visits: As part of the developmental evaluation model, the evaluator will provide

at least two multiday, agency-wide visits during which each site of each BGCPBC 21st

CCLC grant project will be visited at least once and many will be visited twice,

depending upon the need of each individual site. Feedback will be provided to program-

level and site-level staff as appropriate, and a formative site visit report will be completed

for each grant project within 30 days of its initial on-site visit based on observations and

data gathered during the project’s visit.

Formative Evaluation: The evaluator will provide either a formative evaluation report

and/or the mid-year evaluation objective assessment tool (currently utilized by the

FLDOE for 21st CCLC programs), depending on what is specifically required by the

FLDOE. Regardless of whether the program is required to submit a formative report or

assessment tool, the evaluator will assist and ensure all mid-year data reporting

requirements are met as part of the evaluation process (e.g., initial objective tool

development, summary of formative findings, formative recommendations, and

responses to recommendations).

Summative Evaluation: The evaluator will provide an end-of-year summative

evaluation report and/or annual evaluation summary (depending on specific

requirements from the FLDOE). The summative evaluation report will be focused on

program operations and program outcomes at the end of the operational year based on

the current US Department of Education and FLDOE operational year (prior summer and

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current academic year). The purpose of the summative evaluation is aimed at recording

and developing a model that can be applied in other settings.

Annual Data Reporting: The evaluator will provide assistance and oversight of the

federal online submission of 21st CCLC data. The evaluator will also provide assistance

in submitting any necessary data to the Florida Department of Education, if required.

Using and Sharing Evaluation Results: The process for sharing evaluation findings is

integral to a strong evaluation method and overall evaluation plan, as it is the primary method

for using results to refine, improve, and strengthen program outcomes. Sharing and distributing

information will occur at three levels: (1) administrators, (2) staff members, and (3) stakeholders.

Feedback will include written evaluation reports (as above), as well as teleconferences, when

requested, with the evaluator, program director, and any staff wishing to participate. During

these meetings, current data trends and operations will be reviewed with a focus on program

improvement and immediate refinement. The evaluator will assist in refining and addressing any

identified concerns. The evaluator will also assist, if requested, with revisions of objectives

based on future needs assessments and proposed activities aligned to objectives and student

needs.

Data will be utilized by the program director and teachers to help tailor program offerings to the

needs and progress of individual students. For formative and summative evaluations, the

evaluator will provide written reports to the program director and will help guide BGCPBC in

refining and addressing any identified recommendations. In addition, on-site feedback will be

provided to 21st CCLC staff 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.

Finally, evaluations will be shared electronically with all stakeholders (e.g., administrators,

parents, and partners) to share information about the program and encourage feedback.

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Reporting Outcomes: As detailed above, the evaluation process includes all elements of the

required Reporting Outcomes detailed in the Request for Application. The Evaluator will submit

and validate all data to the US Department of Education. The program and the external

evaluator are aware there can be changes to the online method of collecting data through the

US Department of Education, as well as changes with data collection by the FLDOE. The

program and evaluator are committed to submitting all required data as instructed and through

whatever system required.

Assessment of Progress/Performance Measures/Data Sources and Timeline: Each

objective is fully explored within a continuous improvement model. For each program objective,

a series of specific evaluation questions will be answered to enable project leaders to assess

progress toward goals, objectives, and benchmarks. The evaluation questions have been

tailored to each objective, but limited space necessitates more general questions herein.

Questions will include: (1) Was the objective met? (2) Were the baseline and quarterly data

sufficient to show change? (3) Did the program follow the planned interventions and activities?

(4) Which activities provided the highest impact? (5) Which strategies did not have impact

(should they be removed, revised, or strengthened)? (6) How can the program improve general

operations to meet this objective?

Measures and data sources include a combination of quantitative data (e.g., test scores),

stakeholder perceptual data (e.g., parent surveys), and qualitative data (e.g., student

interviews). Objective performance data will be collected an estimated five times per year:

baseline from the prior year and/or immediately upon enrollment in the program, and then once

each quarter of the academic year. In addition to quarterly assessments, the program will

implement a series of pre-post knowledge assessments for project-based units and lessons. All

data will be analyzed with research-based statistical procedures, such as t-tests, MANCOVAs,

and multiple regression.

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5.3. b Measurable Objectives and Assessments (online table)

5.4 Partnerships, Collaboration & Sustainability

5.4. a Community Notice

The 21st CCLC CARES grant #5PCC7 program at Glade View, Belle Glade and Pioneer Park

elementary schools will be entering its third year of funding. Consequently, the Glades

community is aware of the 21st CCLC program and supportive of the BGCPBC’s intention to

vie for year-three funding to sustain the program. To ensure that constituents are informed

about its intention to submit this proposal, BGCPBC posts a notice on its website and that

which has been created specifically to present BGCPBC’s 21st CCLC program highlights,

(https://bgcpbc21stcclc.wordpress.com/ ) , both of which will provide a link to a pdf of the

submitted proposal until notice of an award is received. Within 30 days of receiving notice of

funding, both websites will include a link to the approved grant narratives, basic program

logistics (existing hours, location of services, and activities), and contact information for the

site coordinator. Formative and summative evaluations will be uploaded to the site as they

become available. The BGCPBC’s 21st CCLC website will be updated at least once a month

to highlight student progress and showcase special projects. Parents will be encouraged to

check the website as well as the Club’s Facebook and the Clubs’ bulletin boards for

information and continuous updates on 21st CCLC program activity.

5.4. b 21st CCLC Advisory Board

The 21st CCLC advisory board is comprised of at least two parents, one school-day teacher

from each feeder school, and members of nonprofit, private sector or governmental agencies

that either partner with the BGCPBC in the fulfillment of the grant or have an interest in

supporting the ongoing development of the program. Upon notice of funding award, the

BGCPBC 21st Century project administration, project director, and family service coordinator will

work together to recruit new advisory board members and solicit a commitment for continued

https://bgcpbc21stcclc.wordpress.com/

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participation from existing members. The advisory boards meet at least twice yearly to review

formative or summative evaluation reports, status of outcome fulfillment, and programming

highlights, and recommend adjustments to the program, if indicated. Minutes are taken and

attendance is recorded.

5.4. c Collaboration with Private Schools

Private schools within the service area of this program have been provided information by email,

personal visits by the site coordinators, in print by way of flyers delivered to them for distribution.

The program as described herein is made available to them. The family program is made

available to the families of private school students and their teachers and other school

personnel as well, by the same methods. On-going community discussions, including

discussion of 21st CCLC applications include private school administrators and teachers.

5.4. d Partnerships

BGCPBC is a long-standing fixture in Palm Beach County’s human service and youth

development community, and enjoys strong relationships with organizations and funders across

the county. BGCPBC’s nonprofit community partners offer students a broad array of in-kind

activities which are aligned to at least one of the personal enrichment objectives and designed

to support the academic achievement of students. Recent partners have included the Palm

Beach County Sheriff’s Office (prevention programs), the PBC Health Department (health

promotion and wellness classes), the Center for Creative Education (a variety of free art

classes), Prime Time (afterschool accreditation, quality improvement systems, and staff

professional development), the Juvenile Transition Center (summer and afterschool food

programs), and the Legal Aid Society of Palm Bach County (workshops about medical

insurance, fair housing, immigration domestic violence prevention, and parenting skills).

BGCPBC has a long history of support from these partners and, through regular engagement at

all organizational levels, will continue to meet and strengthen the relationships so that the

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services provided to students will be as powerful and effective as possible. The value of the in-

kind services provided by these agencies throughout the year varies but all in-kind donations

are captured throughout the year and reported in year-end financial reports. Palm Beach County

donated the land for the Marjorie M. Fisher facility in 2009 when it was valued at $460,000. The

county also provides a $26,000 ad valorem exemption each year.

5.4 e Collaborations with the Regular School Day

BGCPBC’s 21st CCLC programs are the catalyst for the very strong working relationship with

the School District of Palm Beach County (District) with which it maintains an inter-local

agreement allowing for the sharing of student data, including report card grades, standardized

test scores, and behavior and attendance records. Over the past 12 years of operating its 21st

CCLC program, BGCPBC has successfully collaborated with the principals and teachers of

feeder schools and will maintain the same level of communication in the proposed year.

Whenever possible, BGCPBC hires teachers who are also employed by feeder schools as

regular school-day teachers and bring a good deal of knowledge of students and their needs.

At the beginning of the school year, 21st CCLC teachers review the grades, standardized test

scores from the prior spring, and behavior and attendance records of students. They identify

and group students as ‘gainers’ or ‘sliders’ and assess their particular academic and social

needs. This information is communicated to regular school day teachers and parents,

frequently in writing in the case of teachers and in person in the case of parents, as well as to

inform the student’s 21st CCLC academic plan. As the year progresses, 21st CCLC teachers

and regular school day teachers meet to compare and discuss student progress, demonstrate

and discuss lessons and develop strategies to further engage their students in academic

enrichment.

21st CCLC staff, including the project director and site coordinator, meet monthly to discuss

PBL implementation, clarify barriers to implementing services, find solutions to behavioral and

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academic challenges presented by students, and design special plans for individual and groups

of students. Individual 21st CCLC team members, including enrichment instructors, will be

assigned to support the same student or several students in specific ways.

5.4. f Sustainability:

Through its strong connections with a broad range of community service providers, the

BGCPBC is well-established and involved in key dialogue with stakeholders across the county.

As a member of the Palm Beach County Infant, Child, Youth, and Young Adult Symposium, the

BGCPBC has a voice on the panel that is working to coordinate and align youth services in the

county.

By working with stakeholders from the public sector, such as Children’s Services Council, Palm

Beach County Community Services Department, Palm Beach County Juvenile Justice

Commission; the private sector, including private schools, and the nonprofit sector including the

United Way, and Workforce Alliance, the BGCPBC is positioned and involved in major initiatives

around youth services throughout the county. The “Youth Symposium” has a clearly defined

core mission of advocating for youth and youth services throughout the service area, including

streamlining services and aligning them to mitigate the most urgent threats and risks faced by

the children in Palm Beach County, many of whom are served by the Boys & Girls Clubs. This

process of ensuring an “economies of scale” in the youth services sector and preventing

duplication of services provides assurance to funders that grant dollars are being used

efficiently, heightening fundability of local organizations, including the BGCPBC.

The BGCPBC has undertaken strategic action in the form of an internal re-alignment to bring

more clarity to its programs, align outcomes across programs and sites, and bring more

transparency to its program budgets and program design. The organization’s existing 21st CCLC

programs are intrinsic to this process, and lessons learned from years of operating after school

academic enrichment programs have informed the overhaul of the programmatic operation. In

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short, existing 21st CCLC programs, and the lessons gleaned from prior years have informed the

Clubs’ overall core academic enrichment programs.

BGCPBC is in the process of fully integrating the resources from public and private programs

across clubs and leveraging available private funding to maximize public funds so that the 21st

CCLC program approach serves as the foundation of the Clubs’ overall academic enrichment

programs. In addition to the 21st CCLC program, the BGCPBC operates programs with pass-

through funds from the US Department of Education, US Department of Juvenile Justice and

the Office of Juvenile Programs of the Department of Justice.

In addition to leveraging other public funding, BGCPBC has secured significant first-time grant

funding from private foundations to support and maintain the academic enrichment and teen

employability programs. The Clubs have developed a professional development plan to

improve the capacity of staff to provide effective youth development services, to implement

evidence-based programs with fidelity and to understand the importance of capturing and

maintaining accurate activity, outcome and performance data.

5.5 Program Plan

5.5 a Recruitment and Retention

The recruitment and retention of the most at-risk students and those most in need of 21st CCLC

services is a primary goal of the BGCPBC program. For more than 12 years, BGCPBC has

operated a 21st CCLC program and successfully targeted the students most in need of the

services. The typical student we serve is unprepared to pass standardized tests, is reading far

below his or her grade level, is in jeopardy of falling victim to crime, is likely to drop out of school

before graduation, can have some English language challenges, and is living in a home in which

the household income is at or below poverty level.

The primary strategies to be used to recruit and retain targeted students for enrollment and to

achieve consistent, long-term participation in the 21st CCLC program are set out across three

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dimensions: the first involving students, the second involving parents and the third involving

school principals and teachers from the school. Specific recruitment and retention strategies

along these dimensions include:

Recruitment Strategies for Students:

Invite the most satisfied students (identified pursuant to an informal survey) to assist in the

identification and recruitment of other students, siblings, classmates, and friends

Ask the advisory committee to assist with the identification and recruitment of other students

and their families

21st CCLC staff recruit potential students directly at school events

21st CCLC includes activities designed according to the expressed interests of youth to

increase and maintain appeal of the program.

Retention Strategies for Students:

Poll students to determine their preferences for enrichment activities and enable them to

choose their activities.

Solicit students’ feedback on the program

Communicate with parents to follow-up student absences of more than two days in the 21st

CCLC program, and ask for parents’ help with solving attendance barriers

School Principals and Teachers:

Refer students, especially those in need of the supports that 21st CCLC offers during regular

monthly meetings with BGCPBC 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)

Receive highlights of 2st CCLC student progress from BGCPBC staff to encourage referrals

Parent Engagement in Student Recruitment:

Parents of existing 21st CCLC students are asked their opinion about program benefits.

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Parents attending parent-teacher conferences at the school are informed about the 2st

CCLC program at BGCPBC.

BGCPBC staff share information about the 21st CCLC program as part of adult workshops or

events held at the BGCPBC sites.

Whenever possible, the proposed program will be staffed by school-day teachers from any of

the five project feeder schools, which creates close ties to the students and teachers. By

employing regular school day teachers students will be targeted and followed based on

academic need.

5.5 b – Student Program Activities

A day in the afterschool program at BGCPBC –

Children are picked up by BGCPBC operated bus transportation at school at dismissal time.

Upon arrival at the club, children sign in and enjoy a snack for the first 15 minutes.

Children are then provided one hour of homework help.

Children are then provided one hour of PBL time.

After the PBL hour, children are rotated through enrichment activities, such as STEAM, art,

dance, music, and physical fitness.

BGCPBC’s free 21st CCLC Children Achieving and Reaching Education Success (CARES)

program will offer the following components:

Part A: MindWorks Resources, an all-inclusive, evidence-based program is designed to

support the dynamic needs of after school programs, the 21st CCLC Learning Model, Florida’s

State Standards, the different learning styles of children, and the implementation of PBL. This

FDOE certified teacher-lead creative after school curriculum provides four unique units

throughout the school year. Each unit is comprised of a nine-week curriculum combining core

subjects including reading, language arts, math and science, as well as social studies and art

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culminating with a publicly exhibited project such as products, publications, presentations, plays,

or games.

Going To Extremes and X Marks the Spot are samples of the planned PBL activities. Going

To Extremes: By exploring the bizarre, unbelievable and unthinkable, students experience how

truly extreme the earth and it’s inhabitance can be! X Marks The Spot: Students adventure

through little-known history that has left a mark on the world!

Part B- BGCPBC has chosen to build its 21st CCLC program around the PBL component of

MindWorks 2015-2016 Far-Out Curriculum. The theme connects core academics with fun,

hands-on, student-centered learning. For all of the following reading/language arts/math and

science activities on a daily basis, only students who receive 60 minutes of the academic

components provided or supervised by an FDOE certified teacher, as well as additional

enrichment activities will be considered program participants. The student to teacher ratio for all

of the reading/language arts, math and science programs and activities is no more than 1:15.

The supplementary activities will be delivered through some of BGCPBC’s academic

enrichment programs, including: Readers’ Theater, which meets the State’s Standards using fun

interactive and meaningful plays, providing youth with the opportunity to make words come to

life as they read and create their roles, evaluate the events taking place in the story, and catch

mistakes that do not make sense. This FDOE certified teacher-led program includes tool kits

and age appropriate content covering subjects such as health, sharing, and the importance of

math, while improving reading and language arts skills. There is an abundance of research such

as Dr. Timothy Rasinski's research and numerous texts including his book, The Fluent Reader,

which supports the use of “Repeated Guided Oral Reading” to improve students reading fluency

and comprehension. According to the National Reading Panel, “oral reading fluency is one of

the five major components of a researched based reading program.” The study found that

“Repeated Guided Oral Reading” is effective with both proficient and struggling readers. By

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using plays to engage the students, they are more responsive to multiple readings and more

engaged in the interpretation.

Homework Help: Through interest inventories, teacher surveys and parent contact, a strong

focus on homework help has driven the Homework Help and Tutoring program at the Boys &

Girls Clubs of Palm Beach County. Homework Help is offered one hour a day, five days a week,

throughout the school year to all participating 21st CCLC students in 21st CCLC classrooms in

the club. Homework Help will be provided by qualified staff who either hold, or are working

toward, their Associate of Arts degree or higher, and who have experience working with youth.

These staff will attend a three day internal training session to enhance their skills in homework

guidance. Members’ regular school day teachers and 21st CCLC staff will meet monthly during

the year to ensure proper alignment with regular school day needs are being met. BGCPBC will

also recruit volunteers to assist with one-on-one or group tutoring for members who require

additional assistance.

STEAM: BGCPBC’s STEAM program (Science, Technology, Engineering, Arts and Math) is a

multi-disciplinary academic enrichment program that applies technology to an array of academic

concepts in modules that align with the 21st CCLC Projects. STEAM differs from traditional

pedagogy in its applied approach. It orients members to basic STEM-related occupations as

well as introducing them to basic scientific precepts such as methodical approaches to problem-

solving, developing hypotheses, and record-keeping. Activities including robotics, rocketry,

roller-coaster building, the ImageMakers national photography competition, studio music

education, and visual arts are included in STEAM modules and designed around the topics of

21st CCLC Projects. STEAM is offered twice each week for one hour to all participating 21st

CCLC members as an academic enrichment.

Cultural Arts - BGCPBC’s Cultural Arts program provides quality arts education that is fun and

interactive, offering two areas of focus including: Visual Arts and Theatre Arts. Programs such

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as “Meet the Masters” introduce participants to basic art elements and concepts including line,

shape, form, space, texture, value and color. They compare abstract and realistic, and discover

balance, pattern and repetition, comprehend color theory, perspective and viewpoint, explore

concepts of form, unity and movement, and experiment with a variety of media to produce

original artwork relevant to their community. The program is supplemented with drop-in

activities and field trips offered by BGCPBC’s community partners including the Center for

Creative Education, Norton Museum of Art, and others.

Theatre Arts are explored through project-based learning, Readers Theatre, BGCA Step

program, dance classes, and other community partner based programs and field trips. Theatre

programs allow members to create characters and environments, express a feeling or emotion,

retell a short story or scene through dramatic play, demonstrate movement based on stage

directions, provide opportunities for public performances, and identify key aspects of theatre.

Courses are rotated throughout the year by qualified instructors and presented in age

appropriate curricula and activities. Through the Cultural Arts programs, members learn that

artists express themselves using ideas and stories from the world around them.

Healthy Lifestyles - The Healthy Lifestyles Program will be available to students two to three

times a week, for one hour, during the grant period. It will concentrate on healthy eating,

learning from food labels, planning healthy meals, the food pyramid, and portion control. In

accordance with the Healthy Eating and Physical Activity (HEPA) standards and CATCH Kids

Club (CKC) will run throughout the year. CKC is a physical activity and nutrition education

program for elementary and middle school aged children. Participants will be served healthy

food choices that mirror HEPA best practices, and offered education classes with evidence-

based materials delivered by qualified personnel. BGCPBC and 21st CCLC staff will attend

internal monthly ongoing training sessions to increase their HEPA and CKC skills, as well as

commit to modeling healthy eating habits as an inspiration to members. 21st CCLC students will

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participate daily in a cardio program which will help students maintain cardiovascular activity

and build up endurance. Cardio program activities will consist of activities such as, Double

Dutch Jump Rope, a jump rope challenge, as well as organized individual and team sports.

BGCPBC has several organized sports teams which are offered at all of the stand-alone BGC

sites. Sports programs include the Football League, beginning late September, and the

Basketball league, beginning early January, plus a Golf program. In both football and basketball,

teams will practice for the two weeks prior to each of the 8 planned games. All teams will

compete in either the 6-8 or 9-11 age division. The Golf Program, which features instructors

from the First Tee, will include instruction in chipping, pitching, and putting, as well as the Nine

Core Values of the First Tee.

Character Education & Mentoring: Character Education and Dropout Prevention are

connected to persistence and progression in school, consistent attendance, reduction in

suspensions and disciplinary actions and overall connectedness. The BGCPBC offers the Boys

& Girls Clubs of America’s evidence-based “SMART Suites” modules that promote drug

prevention, positive self-image, strong morals and ethics, and individuality. Each course targets

age or gender-specific risk factors, and provides members with the confidence, capabilities, and

resources necessary to complete their high school education and promote secondary

educational opportunities. Community partnership with the Juvenile Transition Center, Palm

Beach County Sheriff’s Office, Department of Juvenile Justice, and the OJP Mentoring grant,

supplement BGCPBC prevention and intervention programs.

5.5. c Adult Family Member Program Activities

Family programs to be offered on-site 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 Perkins, Christner, Hoy, Webster and Mock

(2004), parent involvement in afterschool programs provides the same benefits to children and

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families as parental involvement in the regular school day. The 21st CCLC Family Educational

Program is coordinated by a Club-specific family services coordinator who engages adult family

members of 21st CCLC participants in educational programs and provides them with the skills to

support their child’s literacy and educational development. The family services coordinator

confers regularly with adult family members, the 21st CCLC FDOE certified teacher, Club staff,

and school partners to insure that the monthly family programs are aligned with the specific

school activities and the Club’s PBL activities. The adult family member programs to be offered

include:

Financial Literacy provided by local banking institutions

Workshops presenting information about medical insurance, fair housing, immigration

domestic violence prevention, and parenting skills by the Legal Aid Society

Computer literacy and internet safety provided by the BGCPBC’s technology department

staff

Workforce readiness provided by CareerSource Palm Beach County

Health and nutrition programs presented by the Florida Department of Health-Palm

Beach County

The Family Programs are offered during convenient hours when most parents are available to

attend. The activities offered are fun, interactive, and skill based to help parents become active

participants in their child’s academic performance and social development. 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.

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5.5. d Staffing Plan and Professional Development

The BGCPBC’s 21st CCLC program is operated from the organization’s Resource Development

and Program Department. The BGCPBC’s vice president of resource development & programs

holds a Ph.D. in research methodology, and oversees the program’s pedagogy, ensures that

evidence-based practices are implemented with fidelity and develops the internal staff

competencies and training. She is also responsible for the Clubs’ internal program evaluation,

measurement, and research design.

The 21st CCLC project administrator, who holds a BA degree, is responsible for much of the

program’s success as an innovative model. In 2013, the project administrator was the recipient

of the Florida After School Alliance Award of Excellence as a Multi-Site Supervisor. She served

as a member of the Florida 21st CCLC Statewide Task Force, serves as a mentor and trainer

for staff, and works closely with program evaluators to ensure successful outcomes. The

project administrator is responsible for the direct management of the project, including the

selection and hiring of project director, site coordinator, data coordinator, curriculum

implementation and oversight, staff training, and professional development. The project director

supports the project administrator with the selection and development of PBL academic and

enrichment curricula, and oversees the daily program implementation. The data coordinator,

experienced in using automated reporting systems, will be responsible for the assembly and

analysis of project data, the project invoicing and submitting monthly deliverables.

The academic components will be provided or supervised by FDOE certified teachers.

Enrichment activities will be organized and provided by instructors, trained in their respective

areas including, STEAM, cultural arts, technology, health and fitness (HEPA) and character and

citizenship. The family services coordinator, under the supervision of the project director, is

responsible for implementing adult family member programs. Staff selection and certification will

be accomplished by the BGCPBC’s human resource department.

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Professional Development: All 21st CCLC teachers, program instructors, and other Club staff

are trained on all elements of the grant including the funding priorities and the provision of

Project Based Learning (PBL) and enrichment activities in culturally appropriate ways. Staff will

gain a sound understanding of the program design, need, and effective teaching methodology of

the 21st CCLC program, and the measurable objectives and activities to be offered to the youth

and their adult family members to ensure that the offerings address community needs.

Curriculum experts, such as trainers with MindWorks and other PBL activities will be scheduled

to train the teachers and program staff in all elements of the service delivery model. Workshops

for the family services coordinator, the 21st CCLC teachers and program 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 2015, including the evaluator, project

director and one program staff. Staff also routinely attend the 21st CCLC Florida After School

Alliance (FASA) state conference. All 21st CCLC staff will meet all of the required certification

requirements and possess all of the necessary licenses required by BGCPBC, the School

District, and 21st CCLC.

5.5. e Program Site

The BGCPBC’s 21st CCLC CARES program operates out of three Title I elementary schools

including Glade View, Belle Glade and Pioneer Park. After the school day, participants need

only to walk to the areas designated for the program—transportation is not required. Glade

View provides the exclusive use of numerous portables at the site, the cafeteria, outdoor sports

facilities, and media center. Belle Glade provides the exclusive use of portables, the cafeteria,

media center, and outdoor playground space. Pioneer Park provides numerous classrooms,

media center, cafeteria and all outdoor recreational facilities. Nearly all of the participants are

picked up at the end of the program by a parent, guardian, or approved individual. If necessary,

BGCPBC is prepared to transport members to their homes at the end of the day.

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5.5. f Safety and Student Transportation

All 21st CCLC staff meet all required certifications and possess all the necessary licenses as set

forth by BGCPBC, the Palm Beach County School District and 21st CCLC. 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 prior to employment

/volunteering. Pre-employment and pre-volunteering drug testing for prospective employees and

volunteers, and random drug tests and background checks are conducted annually after hire.

Staff undergoes screening as required by the Jessica Lunsford Act. The BGCPBC adheres to all

district safety and hiring regulations.

Upon enrollment, the parent/guardian is required to complete an application outlining all the

pertinent contact/emergency information, the authorized mode of pick-up/release as well as a

list of individuals authorized to pick up their child. The individuals will be required to show proof

of identity before a child is released to their care. Parents/authorized individuals are required to

enter the Club at the end of each day to sign out and retrieve their child. All youth attending the

21st CCLC program are issued identification cards which are presented to the Club’s

membership clerk upon arrival. The cards are swiped through an electronic scanner, which

records daily attendance. 21st CCLC students can be identified by an indicator in their electronic

record. Students are supervised as they go from program to program. 21st CCLC teachers take

daily class attendance and provide the data coordinator with a monthly record. All visitors to the

Club must report directly to the reception area where they sign the visitor log, and verify identity.

The Club is fully staffed and the teacher/student ratio is 1:15 for academics and 1:25 for

personal enrichment activities with program assistants. BGCPBC has a detailed operations and

procedures manual outlining all safety procedures covering a myriad of potential safety hazards

and the appropriate response. All staff is provided with CPR, First Aid and ongoing in-house and

22


other trainings. The Club meets the district’s facility safety requirements as well as the

Americans with Disabilities Act (ADA) requirements.

Transportation: BGCPBC maintains a vehicle fleet of buses and vans used to transport 21st

CCLC youth to offsite activities and from the targeted schools to the Club. If transportation home

from the Club is a barrier for participation, the Club 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 with

a roll call procedure upon departure and return from any offsite activity including the schools. 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.

5.5. g Dissemination Plan

The process for sharing evaluation findings is an integral part of the BGCPBC’s 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 will 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. 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 on the BGCPBC’s

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website that is dedicated exclusively for 21st CCLC news and programmatic highlights. The

website is updated monthly.

The BGCPBC employs a Marketing Coordinator responsible for maintaining a relevant website,

www.bgcpbc.org, at which the program’s PBL information, class presentations, special events,

family nights, flyers, and calendar of activities will be posted to inform community members and

stakeholders of the program. BGCPBC will utilize several additional forums to showcase its

21st CCLC program including press releases, the organization’s Facebook page, newsletter,

and at community events and forums. During recruitment visits, BGCPBC staff will disseminate

collateral materials with the 21st CCLC logo to schools and community centers to inform eligible

students and families about the 21st CCLC program. The BGCPBC’s website, www.bgcpbc.org

contains a specific link to a 21st CCLC-dedicated page

(https://bgcpbc21stcclc.wordpress.com/), which includes the existing hours, location of services,

and activities as well as those to be proposed. A copy of the proposed project and approved

grant narrative and the outcomes such as the formative and summative evaluations are

uploaded at the site for review. The website is updated (date stamped) monthly and showcases

the work of the 21st CCLC students. Parents will be encouraged to check the website as well as

the BGCPBC’s Facebook and the clubs’ bulletin boards for information about and continuous

updates on 21st CCLC program activity. Staff will be informed about the 21st CCLC program

through in-service training, onsite technical assistance, and attendance at offsite training

conferences.

https://bgcpbc21stcclc.wordpress.com/

http://www.bgcpbc.org/

http://www.bgcpbc.org/

5.5. e program site - web viewboys & girls clubs – glade view, belle glade, pioneer park...

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