center service delivery plan - 4.files.edl.io · melissa chacon/rolando herrera school day /...

Center Service Delivery Plan

Texas 21st Century Community Learning Centers, 1 Cycle 10, Year 2

CAMPUS NEEDS ASSESSMENT

Center: John F. Kennedy Elementary Program Director: Erica Garza

Term: Fall 2019 - Summer 2020

Services

Are Services

Needed

Are Services

Provided Comments

Y N Y N

ACADEMIC ASSISTANCE

After/Before School

Activities √ √ ACE: Cycle 10

Advanced Placement Courses

√ √

Advisory √ √

Bilingual Support √ √ Bilingual Department

Credit Recovery √ √

Diagnostic Testing √ √ Campus Level

Eighth to Ninth Grade Transition programs

√ √

Field Trips √ √ More educational field trips needed

Homework Assistance √ √ ACE: Cycle 10

Personal Graduation Plans √ √

Service Learning

Opportunities √ √

Tech Prep √ √ Needed during regular school year

Testing Assistance (AP, IB, …) √ √

STAAR Support √ √ Campus Level Intervention Programs

Tutorials √ √ ACE: Cycle 10

ENRICHMENT

After/Before School

Activities √ √ ACE: Cycle 10

Adult Advocate/ Mentor √ √

Childcare √ √

Community Service Projects √ √

Conflict resolution/peer mediation

√ √ School Counselor

Crisis Intervention √ √ Campus Administration

Dental/Vision Screenings √ √ Nurse

Educational Field Trips √ √ During regular school hours

Food for activities/snacks √ √ Nutrition Department

Gang intervention services √ √ Red Ribbon Week/ITI Implementation

Health & wellness services √ √

Housing services √ √ Provided by district personnel

Hygiene referrals √ √ Nurse

Life Skills √ √

Mental health services √ √ Campus Counselor



Migrant services √ √ NGS Clerk – Migrant Department

Student Success √ √

PALS (Peer Assistance

Leadership) √ √

Substance abuse services √ √

Self Esteem/Social Skill

Activities √ √ Counselor

Transportation √ √ Transportation Department–Adan Vallejo

Utility Assistance √ √ Mercedes I.S.D – Local Funding

FAMILY AND PARENTAL SUPPORT SERVICES

Parent Center √ √ Located at Every Campus

Parent Director √ √ Lisa Cantu-Reyes

Parent education courses √ √ Region 1 ESC

Parent Involvement activities

√ √ Marcelina Santiago - Liaison

Parent volunteers √ √

COLLEGE AND WORKFORCE READINESS

Career Counseling √ √

Career Fairs √ √ Counselor

College Field Trips √ √

College Prep √ √

College Readiness √ √

College Fairs √ √

Dual Enrollment √ √

Financial Aid/Assistance √ √

Go Centers √ √

Guest Speakers √ √




Term: Fall 2019- Summer 2020

Needs Assessment-Campus Environment and Extra Curricular Activities

Policies, Procedures, Services

Is policy

or activity in place?

Are

services

provided to address

policy?

Comments

(include approx. # of students participating in extra-curricular

activities portion)

Y N Y N

Campus Environment

Anti-bullying policies √ √ School Counselor

At-risk student services √ √ K-5th grades: 511 students

Discipline management

plan √ √

Diversity training √ √

Learning communities √ √

School safety procedures √ √

Site based decision

making √ √

Teacher support services √ √

Violence Prevention √ √

Volunteers √ √

Extra curricular activities

Art Club √ √ 5th grades: 22 students

Athletics √ √ K -5th grades: 121 students

Auto body √ √

Band √ √ 4th -5th grades: 21 students

Cheerleading √ √ 4th -5th grades: 19 students

Chess club √ √

Choir √ √

Debate team √ √

Decathlon √ √

FFA √ √

French Club √ √

Media Tech √ √

Newspaper √ √

Student Council √ √ 2nd t-5th grades: 33 students

Spanish Club √ √





Key Campus Personnel Meeting Planner (optional)

Staff Title Name of Staff Date/Time/Location

Attendance Clerk

Nancy Caldaza

School Day / Office At-Risk Coordinator

Terry Anzaldua

School Day / Office Building Manager

Melissa Chacon/Rolando Herrera

School Day / Maintance College & Career Specialist

Terry Anzaldua School Day / Office

Cafeteria Manager

Sylvia Marquez

School Day / Cafeteria Counselor(s)

Terry Anzaldua School Day / Office

Head Custodian

Frances Quintanilla

School Day / School

Building Librarian Lilian Ramirez School Day / Library

Nurse Delia Quiroga School Day / Nurse’s

Office Parent Coordinator

Marcelina Santiago

School Day / Parental

Office Principal

Elva Rivera School Day / Principal’s Office

PTA/PTO President

Registrar

Alicia Gomez

School Day / Office Bilingual Clerk

Ana Sanchez

School Day / Office

Social Worker Noelda Rodriguez

School Day / Office

Teacher

All Campus Staff K-5th

School Day / Classroom Truancy Officer

Mirella Garcia

School Day / Office Vice Principal

Ms. Chacon

School Day / Office Volunteer Coordinator

Marcos De Los Santos

ACE Office Other





Campus Resource Provider List (optional)

Agency/Group/Individual

Contact Information Type of Service Who/when/ where

Comments

Tree House Rehabilitation Rehabilitation Therapy Pick-up students throughout the week

Quality Care Therapy Rehabilitation Pick-up students throughout the week

Sylvia Gonzalez Erica Garcia

Speech therapist Identified students/scheduled time





Activity Summary

Academic Assistance Enrichment Family and Parental

Support Services

College and Workforce

Readiness

Activities:

* Math Camps

* Reading Camps

*Writing Camps

* Science Camps

*Oral Language

Development

*Homework Assistance

Activities:

*Beautification

*Homework Assistance

* Sports Camp

*Book Club

*Music/Band

*Cheer

*Early Bird Reading

*Music

(Beats & Rhymes)

*Computer Lab

*Coding

Activities:

*Festival of Lights

* Literacy & Math

Nights

* ACE Showcases

*Family Workshops

Activities:

*College & Career

Readiness



Texas 21st Century Community Learning Centers Four Component Activity Guide

Academic Assistance Enrichment Family and Parental

Support Services College and Workforce

Readiness

Services and activities that

support all educational areas

as needed to promote student achievement and success in

their school experiences.

Programs should create

exciting intrinsic motivation to sustain constant student

participation.


provide positive social,

cultural, recreational, interpersonal skills and

experiences to enrich and

expand students’

understanding of life and involvement in community.


support and help to

increase the participation of parents in the students’

educational experience.


promote workforce

awareness, job and/or college readiness, skills

training, preparation for

the workforce and

assistance in the attainment of employment

and/or funding for college. Academic skills

Academic Student Clubs

Accelerated and remedial

education activities

Computer literacy Computer Science

Creative writing

Credit Recovery Support activity

Critical Thinking Skills

Educational Field Trips

Essay writing

Forensics

Homework check/completion

Engineering activities Expanded Library services

Homework clubs

Language (ESL LEP)

Literacy programs

Math activities

Natural Science

Note taking skills

Number Sense activities

Peer tutoring

Poetry Writing Workshops Portfolios

Problem solving skills

Reading program/clubs

Reading Workshops

Remedial activities

Robotics

School related planning

Science activities

Service learning projects Social studies activities

Speech/Debate

Spelling Bee activities

Study skills activities

TAKS preparation

Technology activities

Telecommunications

Test taking skills

Tutoring Typing

Writing Workshops

Adopt a School

Adult Advocate

Arts & crafts activities

Bullying/anti-bullying

Character building Clubs Community service projects

Computer games / enrich

technology

Conflict resolution

Cooking classes

Counseling/guidance

Creative arts

Dance/drama/music clubs

Engineering activities Fashion show

First aid/CPR classes

Fitness

Games (physical/outdoors)

Gang awareness

Goal setting

Graffiti clean-up

Health & wellness

Leadership training

Life skills Martial arts/self defense

Mentoring

Motivational activities

Music

Nature walks/picnics

Nutrition/eating habits

Peer mediation

Pregnancy/parenting

awareness Problem solving skills

Recreational activities

Red ribbon week activities

Relationship skills

Safety awareness

Sign language training

Sports activities

Student clubs & meetings

Teen parent groups

Adult education

Assist with application for

employment

College awareness

College financial aid Computer literacy

Employment fair

Employment skills training

Family counseling/supportive

guidance

Family literacy programs

Financial Education

Household budgeting/banking

Mailing Meeting

PAPA (teen parents)

Parenting education

(pregnant/parenting teens)

Parent employment resources

Parent orientations

Parent support group

Parent surveys

Parent transportation

Parent volunteers Parent/family events &

activities

Parent/student TAKS nights

Parenting/life skills classes

Phone calls to parents

PTA/PTO night

Relationship building with

child

Baby Sitter/CPR certification

Business environment

Career clubs

Career counseling

Career days Career development activities

Career exploration

Career fairs

Career field trips

College admissions assistance

College awareness-prep

College career goals

College course enrollment

College days/events/fairs College entrance exams

College financial aid

assistance

College life prep

College needs assessment

College professor meeting

College test application

College test prep

College tours/field trips

Computer literacy Concurrent enrollment

Critical Thinking Skills

Scholarship application

Scholarship information

Engineering activities

FAFSA

Financial planning

Internships

Dress for success Dual credit

Entrepreneurial activities

Goal setting

Job placement

Job recruitment

Job referral

Mock interviews

Resume assistance

School to careers activities Time management skills

training

Vocational training



Activity Planning Worksheet Example


Term: Fall 2019-Summer 2020

Component: X Academic Assistance Enrichment

Family and Parental Support Services College and Workforce Readiness

Activity Name: Math Camp

Principles of Effectiveness: This activity covers all the principles of effectiveness- • This activity was developed using student data, diagnostic testing, teacher

recommendations, which identifies students that have not met state test

standards. • This activity provides research based academic enrichment.

• This activity is in line with district, state, and federal standards for student

achievement.

Description of Activity: Students focus on increasing mathematical and reading skills aligned to the TEKS through hands-on activities and technology. Emphasis will

be on connecting the learning material to everyday life experiences. Students will

review math objectives through group lessons with their peers and focus on necessary math principles through practice.

Subject/Grade Level: K-5th grade students

Target # and Population: K-5th grade students that have not met Math state standards

and are performing below grade level.

Purpose: To increase student achievement at their respective grade level and

develop math skills which allow students to achieve and meet the district and state

TAKS Performance Standards.

Timeline: Week 1-5: Project Director, Campus Administration and Academic Coaches analyze data to identify students in academic need.

Week 6: Program Implementation, Student grouping

Week 6-30: Monitor class implementation, apply interventions as needed, adjust to students and campus academic needs, identify and secure resources, meet with

campus administration curriculum team, ACE professional development and ongoing student recruitment.

Objectives that apply to activity: Students will become proficient in their

respective grade level TEKS and apply math to everyday experiences.

TEKS: Mathematical Process Standards: K.1ABCDEFG, 1.1ABCDEFG, 2.1ABCDEFG,

3.1ABCDEFG, 4.1ABCDEFG, 5.1ABCDEFG Number and Operations: K.2ABCDEFGI, K.3ABC, K.4, 1.2ABCDEFG, 1.3ABCDEF,

1.4ABC, 2.2ABCDEF, 2.3ABCD, 2.4ABCD, 3.2ABCD, 3.3ABCDEFGH, 3.4ABCDEFGHIJK,

4.2ABCDEFGH, 4.3ABCDEFG, 4.4ABCDEFGH, 5.2ABC, 5.3ABCDEFGHIJKL, 5.4ABCDEFGH

Algebraic Thinking: K.5, 1.5ABCDEFG, 2.7ABC, 3.5ABCDE, 4.5ABCD, 5.4ABCDEFGH Geometry and Measurement: K.6ABCDEF, K.7AB, 1.6ABCDEFGH, 1.7ABCDE,



2.8ABCDE, 2.9ABCDEFG, 3.6ABCDE, 3.7ABCDE, 4.6ABCD, 4.7ABCDE, 4.8ABC, 5.5A, 5.6AB, 5.71, 5.8ABC

Data Analysis: K.8ABC, 1.8ABC, 2.10ABCD, 3.8AB, 4.9AB, 5.9ABC

Personal Financial Literacy: K.9ABCD, 1.9ABCD, 2.11ABCDEF, 3.9ABCDEF, 4.10ABCDE, 5.10ABCDEF

Agency Contact Information: N/A

Curriculum Used: District Scope and Sequence

Resources Needed: Campus Facilities, General supplies, Educational Games, Computers, ACE staff, teacher resources, Bus transportation, Crossing guards and

custodians.

Agenda:

• Students come together (attendance taken)

• Students’ snacks/Homework Assistance • Students break-out to identified classrooms

• Begin instruction and/or activities as directed by the ACE teacher

• Dismissal

Provider/Partnering Agency: 21ST CCLC staff

Implementation steps: 1. Planning: Site coordinator, campus administration, academic coaches analyze data to

identify students in academic need.

2. Program Implementation: Identification and registration of students, parent contact, identify and gather resources, coordinate snacks and transportation, identify the ACE

staff, curriculum alignment and create class schedules.

3. Monitor class implementation and apply interventions as needed: Site coordinators,

campus administration, academic coaches, grade level chairs and Interventionists

continue to meet and analyze student data to adjust student groups and instruction as needed. Monitoring and planning with all the above continues throughout the duration

of the program.


Texas 21st Century Community Learning Centers, 10 RFA# 701-09-103

Cycle 10, Year 1 Center Service Delivery Plan SAS 780-06-09

Activity Planning Worksheet


Term: Fall 2019 – Summer 2020

Component: Academic Assistance Enrichment


Activity: Science Camp

Principles of Effectiveness: The activity covers all the principles of effectiveness – • This activity was developed using student test data, diagnostic testing, teacher

recommendations, which identifies students that have not met state test standards.

• This activity provides research based academic enrichment

• This activity is in line with district, state, and federal standards for student achievement.

Description of Activity:

Students will focus on activities aligned to the regular school day curriculum in an after school

setting which incorporate hands-on lessons, cooperative learning and labs. Students will conduct

specified after day science experiments using hypotheses testing strategies to develop academic skills and science vocabulary.

Subject Area/Grade Level: Science/5th Grade

Students who have not met state standards and are struggling with grade level content.

Target population: Students who have not met state standards, struggling with grade level content and are performing below grade level.

Purpose of the activity:

To increase student achievement at their respective grade level and develop science skills which

will allow students to achieve and meet the district and state STAAR Performance Standards. To improve science skills and provide opportunities for real life applications.

Timeline:

Week 1-5: Site coordinator, Campus Administration, Academic Coaches, analyzed data to identify

students in academic need. Week 6: Program Implementation, Student Grouping

Week 6-30: Monitor class implementation, apply interventions as needed, adjust to student and

campus academic needs, identify and secure resources, meet with campus administration

curriculum team, ACE professional development, and on-going student recruitment.

Objectives that apply to activity :

Students will be offered a standardized curriculum and will be provided an effective delivery system

to ensure that all students will achieve and meet the Districts STAAR Performance Standards in Math, Science, Reading, Writing, Language Arts, Social Studies, and College Readiness Standards.

TEKS Alignment:

Science: 5.1AB; 5.2ABCDEFG; 5.3ABCD; 5.4AB; 5.5ABCD; 5.6ABCD, 5.7ABCD, 5.8ABCD,

5.9ABCD, 5.10ABC

Curriculum used: TEKS, District Scope and Sequence,

Resources Needed: Campus Facilities, General Supplies (books, graphic organizers, journals, etc.), Educational Games,

ACE Staff, Computers, Teacher Resources, Bus Transportation, Crossing guards, Security guards,

Custodians

Agenda: ▪ Students come together (attendance taken)

▪ Students Snacks / Homework Assistance ▪ Students break-out to identified classrooms

▪ Students begin instruction and activities as directed by teacher

▪ Dismissal

Provider/Partnering Agency: 21st CCLC - ACE Staff






Implementation Steps

1. Planning: Site coordinator, Campus Administration, Academic Coaches, analyzed data to identify students in academic need.

2. Program Implementation: identification and registration of students, parent contact, identify staff, curriculum alignment, create master and class schedules, identify and gather resources, create

lesson plans, coordinate snacks and transportation.

3. Monitor Class Implementation and Apply Interventions as Needed: Site coordinators, campus administration, academic coaches, grade level chairperson, and Interventionists continue to

meet and analyze student data to adjust student groups and instruction as needed. Monitoring and

planning with all the above continues throughout the duration of the program.




Activity Planning Worksheet




Family and Parental Support Services College and Workforce

Readiness

Activity: Writing Camp

Principles of Effectiveness: The activity covers all the principles of effectiveness – This activity was developed using student test data, diagnostic testing, teacher recommendations,

which identifies students that have not met state test standards.

This activity provides research based academic enrichment

This activity is in line with district, state, and federal standards for student achievement.


Students focus on increasing skills aligned to the TEKS by allowing teachers opportunities to work with

students to refine strategies from working from a prompt to a final draft that is focused, coherent,

organized and includes author’s voice. The camp is intended to be fun, but focused.

Subject Area/Grade Level:

Students who have not met state standards and are performing below grade level in 4th grade.

Target population: Students who have not met state standards and are performing below grade

level.

Purpose of the activity: To increase student achievement at their respective grade level and

develop writing skills which will allow students to achieve and meet the district and state STAAR

Performance Standards.

Timeline: Week 1-5: Site coordinator, Campus Administration, Academic Coaches, analyzed data to identify

students in academic need.

Week 6: Program Implementation, Student Grouping

Week 6-30: Monitor class implementation, apply interventions as needed, adjust to student and campus academic needs, identify and secure resources, meet with campus administration curriculum

team, ACE professional development, and on-going student recruitment.

Objectives that apply to activity : Students will be offered a standardized curriculum and will be provided an effective delivery system to

ensure that all students will achieve and meet the Districts TAKS Performance Standards in Writing,

Science, Reading, Math, Language Arts, Social Studies, and College Readiness Standards.

TEKS Alignment: Writing: 4.17ABCDE; 4.18AB; 4.19; 4.20ABC; 4.21

Curriculum used: District Scope and Sequence (C-Scope), TEKS, TAKS Web Achiever (4th)

Resources Needed: Campus Facilities, General Supplies, Educational Games, ACE Staff,

Computers, Teacher Resources, Bus Transportation, Crossing guards, Security guards, Custodians

Agenda:

▪ Student Grouping

▪ Students Snacks / Homework Assistance ▪ Students break-out to identified classrooms

▪ Students begin instruction and activities as directed by teacher ▪ Dismissal








1. Planning: Site coordinator, Campus Administration, Academic Coaches, analyzed data to identify students in academic need.

2. Program Implementation: identification and registration of students, parent contact, identify and gather resources, coordinate snacks and transportation, identify staff, curriculum alignment,

create class schedules.

3. Monitor Class Implementation and Apply Interventions as Needed: Site coordinators, campus administration, academic coaches, grade level chairs, and Interventionists continue to meet

and analyze student data to adjust student groups and instruction as needed. Monitoring and






Term: Fall 2019 – Summer 2020


Activity: Reading/ELL Camp

Principles of Effectiveness: The activity covers all the principles of effectiveness –

• This activity was developed using student test data, diagnostic testing, teacher recommendations,

which identifies students that have not met state test standards. • This activity provides research based academic enrichment



Students participate in reading literacy activities aligned to the TEKS. They will learn through numerous reading related links, which include vocabulary, critical reading, dictionaries, research sites and book

reviews to improve literacy skills. Emphasis will be on connecting the learning material to everyday life

experiences.

Subject Area/Grade Level: Reading/1st – 5th Grade

Students who have not met state standards and are struggling with grade level content.

Target population: Students who have not met state standards, struggling with grade level content

and are performing below grade level.


To increase student achievement at their respective grade level and develop reading skills which will allow students to achieve and meet the district and state STAAR Performance Standards.

To improve reading skills, build reading fluency and comprehension, and develop independent, self-

confident readers.

Timeline: Week 1-2: Site coordinator, Campus Administration, Academic Coaches, analyzed data to identify

students in academic need.


Week 4-30: Monitor class implementation, apply interventions as needed, adjust to student and campus academic needs, identify and secure resources, meet with campus administration curriculum team, ACE

professional development, and on-going student recruitment.

Objectives that apply to activity : Students will be offered a standardized curriculum and will be provided an effective delivery system to

ensure that all students will achieve and meet the Districts TAKS Performance Standards in Math,

Science, Reading, Writing, Language Arts, Social Studies, and College Readiness Standards.

TEKS Alignment: Reading/Beginning Reading Skills: 1.1ABCDEF, 1.2ABCDEF, 1.3ABCDEFGHI, 1.4ABC, 2.1,

2.2ABCDEFGH, 2.3ABC, 3.1ABCDE, 3.2ABC,

Reading Fluency: 1.5, 2.4, 3.3, 4.1, 5.1

Reading/Vocabulary Development: 1.6ABCDE , 2.5ABCD, 3.4ABCDE, 4.2ABCDE, 5.2ABCDE Reading/Comprehension of Literacy Text/Theme and Genre: 1.7AB, 1.8, 1.9AB, 2.6AB, 2.7, 2.8, 2.9AB,

2.10, 2.11, 2.12, 2.13, 2.14, 3.5AB, 3.6, 3.7, 3.8, 3.9, 3.10, 4.3AB, 4.4, 4.5, 4.6ABC, 4.7, 4.8, 4.9,

5.3ABC, 5.4, 5.5, 5.6ABC, 5.7, 5.8, 5.9

Reading Comprehension of Informational Text: 1.10, 1.11, 1.12, 1.13, 1.14ABCD, 1.15AB, 1.16AB, 2.15AB, 2.16ABC, 3.11, 3.12, 3.13ABCD, 3.14, 3.15AB, 3.16ABC, 4.10, 4.1ABCD, 4.12,4.13AB,

4.14ABC, 5.10, 5.11ABCDE, 5.12AB, 5.13AB, 5.14ABCD

Resources Needed: Campus Facilities, General Supplies (books, graphic organizers, etc.), Educational Games, ACE Staff,

Computers, Teacher Resources, Bus Transportation, Crossing guards, Security guards, Custodians






1. Planning: Site coordinator, Campus Administration, Academic Coaches, analyzed data to


2. Program Implementation: identification and registration of students, parent contact, identify

staff, curriculum alignment, create master and class schedules, identify and gather resources, create

lesson plans, coordinate snacks and transportation.

3. Monitor Class Implementation and Apply Interventions as Needed: Site coordinators,

campus administration, academic coaches, grade level chairperson, and Interventionists continue to






Center: John F. Kennedy Elementary Program Director: Sylvia Garza




Activity: Sports Camp

Principles of Effectiveness: The activity covers all the principles of effectiveness – • This activity promotes wellness and builds physical endurance.

• This activity provides research based academic enrichment


Description of Activity: Students will learn basic rules and skills relative to basketball, baseball, and other team sports while

building leadership, cooperation and team participation.

Subject Area/Grade Level: Science/Math/Reading/ K-5th Grade

Target population: Students participating in Afterschool Centers on Education (ACE)


• Build team work

• Develop physical endurance and stamina

• Provide social networking for students

Timeline:

Week 1-2: Site coordinator, Campus Administration, Academic Coaches, analyzed data to identify students

in academic need. Those participating in academic classes will be selected to attend Sports camp.

Week 3: Program Implementation, Student Grouping Week 4-30: Monitor class implementation, identify and secure resources, meet with campus administration

curriculum team, ACE professional development, and on-going student recruitment.

Objectives that apply to activity :

Through this activity students will interact socially and physically to improve wellness.

TEKS Alignment: Movement: K, 1.2, 2.2, 3.2, 4.2, 5.2

Physical Activity and Health: K, 1.3-1.5, 2.3-2.5, 3.3-3.5, 4.3-4.5, 5.3-5.5

Social Development: K, 1.6-1.7, 2.6-2.7, 3.6-3.7, 4.6-4.7, 5.6-5.7

Curriculum used: TEKS

Resources Needed: Campus Facilities, General Supplies (P.E. equipment), Educational Games, ACE Staff, Computers, Teacher

Resources, Bus Transportation, Crossing guards, Security guards, Custodians

Agenda:

▪ Student Grouping ▪ Students Snacks / Homework Assistance

▪ Students break-out to identified classrooms (academic or enrichment)

▪ Students begin instruction and activities as directed by teacher ▪ Dismissal








1. Planning: Site coordinator, Campus Administration, Academic Coaches, analyzed data to identify students in academic need. Those participating in academic classes will be selected for

enrichment classes.

2. Program Implementation: identification and registration of students, parent contact, identify staff, curriculum alignment, create master and rotating schedules, identify and gather resources,

create lesson plans, coordinate snacks and transportation.

3. Monitor Class Implementation and Apply Interventions as Needed: Site coordinators, campus administration, academic coaches, grade level chairperson, and Interventionists continue to







Term: Fall 2019 - Summer 2020



Activity: College Awareness

Principles of Effectiveness:

• This activity provides research based academic enrichment.

• This activity is in line with state and federal goals of improving student achievement and improving college and workforce readiness.


Students will research various universities in order to increase student inquiry of college choices.

Subject Area/Grade Level: Reading/CCRS K-5th Grade



• To initiate college awareness • To inspire students to strive for a higher education

Timeline: Week 1-2: Site coordinator and teachers plan a project to be directed during the semester. (Project: expose

students to different information, flyers, etc. on different colleges and universities). Those participating in academic classes will be selected.

Week 3: Program Implementation (Teachers work on different projects to display what students are

learning).

Week 4-30: Monitor class implementation and identify and secure resources.

Objectives that apply to activity: Through this activity students will become more aware of the

opportunities once they complete high school successfully. The students will learn about various

types of careers, thus inspiring them to be more academically successful. This further illustrates the connection of education to career goals. TEKS Alignment: CCRS D1A; CCRS E1A-C

Curriculum used: TEKS, CCRS

Resources Needed: Campus Facilities, General Supplies (flyers, questions, etc.), computers, brochures from

Universities/colleges

Agenda:

▪ Student Grouping ▪ Homework Assistance

▪ Students learn about an array of colleges

▪ Dismissal








1. Planning: Site coordinator and teachers plan a project to be directed during the semester. (Project: expose students to different information, flyers, etc. on different colleges and universities).

2. Program Implementation: Monitor class implementation and identify and secure resources.

3. Monitor Class Implementation: Monitoring and planning with all the above continues

throughout the duration of the program.








Activity: Literacy & Math Family Nights


• Stimulate an excitement and interest in science and math in elementary school children and their

parents

• To get parents involved in the educational process • Increase level of communication between parents and school


A Family Literacy & Math Night is an evening program of Literacy and math activities in which elementary school children and their parents can work together on simple, age-appropriate, inquiry-based

activities. Parents are also given an overview of what their children will be learning throughout the year. Subject Area/Grade Level: Literacy & Math/K-5th grades

Target population: Students participating in Afterschool Program.

Purpose of the activity: • To increase level of communication between parents and school by providing opportunities for parents

to experience “Literacy” and “Math” with their children and become aware of what the expectations for

their children are at their respected grade levels.

Timeline:

Week 3: The first step is determining who is going to put on the evening. Teacher volunteers are

requested. Determine a good date and decide what activities to use.

Week 6: Develop agenda.

Week 8: Send out invitations to parents. Phone calls to parents. Prepare signs for nights of the event.

Week 10: Hold event. Celebrate a great evening. Objectives that apply to activity: Through this event parents have the opportunity to see the

curriculum that will be used to teach their children.

TEKS Alignment: TEKS for Literacy & Math 1st, 2nd, 3rd, 4th, and 5th grades

Curriculum used: Cscope, TEKS

Resources Needed: Campus Facilities, General Supplies, teacher volunteers, parental liaison, door prizes

Agenda:

▪ Welcome (Site Coordinator and Principal) ▪ Parents disperse to their children’s respected grade level presentations.

▪ Parents see PowerPoint presentations on Math & Literacy Expectations for their

specified grade levels. ▪ Parents and their children work collaboratively on an activity

▪ Questions/Answers

▪ Refreshments








1. Planning: Set purpose for event. Set dates, time and locations. Prepare important points and background information for administrators.

2. E-mail “Call for Volunteers” letter for teachers. Preparation for volunteer meeting.

3. Create flyers to be sent out to parents. Prepare signs for nights of the event.

4. Program Implementation: Facilitate as needed in groups. Celebrate a great evening.

5. Reflections







Activity: Winter Fest ’19: Festival of light


• Improve opportunities for parents to see their children’s skills and abilities • Increase parent involvement and school spirit

• Increase level of communication between parents and school


Students will be engaged in plays, dramas, skits that promote characterization and other aspects of literature appreciation to help develop skills associated with reader’s theatre.

Students will display work.

Subject Area/Grade Level: Reading/k-5th Grade



• To increase level of communication between parents and school by providing opportunities to parents to

see their children’s abilities and skills.

Timeline: Week 1-2: Site coordinator and teachers plan the event to be directed during the semester. (Event: Display

students’ work, showcase students’ abilities and skills through dramas, skits, etc.). Gather material, etc.

Week 3: Develop agenda

Week 4: Set refreshment details, follow up with teachers Week 5: Hold event, send thank you letters

Objectives that apply to activity: Through this event parents have the opportunity to see their

children’s work, abilities, and skills. Parents have an open line of communication with teachers.

TEKS Alignment: N/A

Curriculum used: N/A

Resources Needed: Campus Facilities, General Supplies (snacks, letters, etc.)

Agenda:

▪ Welcome (Site Coordinator and Principal) ▪ Students’ presentations

▪ Parents see displayed work ▪ Questions/Answers

▪ Refreshments







1. Plan the date. Schedule the event. Site coordinator and teachers plan the event to be

directed during the semester. (Event: Display students’ work, showcase students’ abilities and skills

through dramas, skits, etc.).

2. Schedule facility to be used (School Library).

3. Monitor Class: Monitoring and planning continues.

4. Work with ACE staff to plan for refreshments for parents.

5. Send letters to parents.

6. Set up school library




Service Learning Activity Planning Worksheet





Project Title : Beats and Rhymes

Principles of Effectiveness: This activity covers all principles of effectiveness:

• Offered as enrichment learning experiences beyond those occurring during the regular

school day.

• Expand and enrich all children, regardless of their background.

• Offer the children a certain amount of self-direction and the freedom to pursue their own

musical interests.

Description of Activity: We are very mindful of the need of everyone to have the opportunity to

express themselves creatively in some for, such with music. Enriching learning opportunities

capitalize on children's natural interests, providing materials, equipment, and opportunities for

expressive musical involvement. Subject Area/Grade Level: Music/4th-5th grades

Target Population:

4th -5th graders Purpose of the activity: Students are exposed different types of music, while learning academic

concepts and vocabulary. Music Camp is the perfect way to immerse pre-beginners ages 6-12 into the world of music and help them to be better prepared for starting music lessons and

classes

Timeline:


students in academic need. Those participating in academic classes will be selected to attend Computer

Lab. Week 3: Program Implementation, Student Grouping

Week 4-30: Monitor class implementation, identify and secure resources, meet with campus

administration curriculum team, ACE professional development, and on-going student recruitment

Objectives that apply to activity:

Benefits of music are that it can be utilized to teach other subjects like math and science. Music is very

effective especially when one needs to memorize something. Often, when music is used for learning, a

certain concept or lesson is more easily understood by the student.

TEKS Alignment:

(4.3) Creative expression/performance; (4.5) Historical/cultural heritage

(5.2) Creative expression/performance; (5.5) Historical/cultural heritage





Resources Needed: School facilities, music instruments, Music teacher’s resources

Agenda:

Students come together (attendance taken) Students’ snacks/Homework assistance

Students break-out to identified classrooms (academic or enrichment)

Students begin instruction and activities as directed by teacher Dismissal

Provider/Partnering Agency: 21st CCLC-ACE Staff

Implementation Steps:

1. Planning: Site Coordinator and Music teacher identify students that would benefit from this activity.

2. Program Implementation: Identification and registration of students, parent contacts, identify and gather resources, coordinate snacks and transportation, curriculum alignment and


3. Monitor class implementation and apply interventions as needed: Site coordinator, campus administration, music teacher continue to meet and analyze student data to adjust groups and

instruction as needed. Monitoring and planning with all the above continues throughout the

duration of the program.









Project Title : TECH Bytes


• This activity was developed using student data, diagnostic testing, teacher

recommendations, which identifies students that have not met state test standards



Description of Activity: Students’ focus is on increasing achievement in 3rd-5th Math and Reading, 4th Writing, and 5th Science. This interactive tutoring program software is designed to offer

individualized and small group tutoring through a highly qualified program as well as successful study

techniques, testing-taking strategies, problem solving skills and other academic skills.

Subject Area/Grade Level: Reading, Math, Writing, Science/K-5th grades

Target Population:

3rd-5th grade students that are performing below grade level or did not master the previous STAAR test if

applicable. Purpose of the activity:

To increase student achievement at their respective grade level, develop test taking strategies and

other academic skills which allow students to achieve and meet the district and state STAAR Performance Standards.

Timeline:


students in academic need. Those participating in academic classes will be selected to attend Computer Lab.





Students will be offered a standardized curriculum and will be provided an effective delivery system to

ensure that all students will achieve and meet the Districts STAAR Performance Standards in Math,

Science, Reading, and Writing.

TEKS Alignment:

TEKS: 3.1ABCDEFG, 4.1ABCDEFG, 5.1ABCDEFG, 3.2ABCD, 3.3ABCDEFGH, 3.4ABCDEFGHIJK,

4.2ABCDEFGH, 4.3ABCDEFG, 4.4ABCDEFGH, 5.2ABC, 5.3ABCDEFGHIJKL, 5.4ABCDEFGH, 3.5ABCDE,

4.5ABCD, 5.4ABCDEFGH, 3.6ABCDE, 3.7ABCDE, 4.6ABCD, 4.7ABCDE, 4.8ABC, 5.5A, 5.6AB, 5.71, 5.8ABC, 3.8AB, 4.9AB, 5.9ABC, 3.9ABCDEF, 4.10ABCDE, 5.10ABCDEF

Reading: 3.8C; 3.5DE; 3.9F; 4.9CBDEF; 5.9CBDEF; 3.9; 4.10; 5.10 Science: Scientific processes; Life Science TEKS; Physical Science TEKS; and Earth Science TEKS




Resources Needed: School facilities, general supplies, educational games, ACE staff,

Teacher resources, Bus Transportation, Crossing guards, and Custodians.

Agenda:

Students come together (attendance taken)

Students’ snacks/Homework assistance Students break-out to identified classrooms (academic or enrichment)

Students begin instruction and activities as directed by teacher

Dismissal



1. Planning: Site Coordinator, Campus Administration, Academic Coaches analyze data to


2. Program Implementation: Identification and registration of students, parent contacts,

identify and gather resources, coordinate snacks and transportation, curriculum alignment and


3. Monitor class implementation and apply interventions as needed: Site coordinator, campus

administration, music teacher continue to meet and analyze student data to adjust groups and

instruction as needed. Monitoring and planning with all the above continues throughout the duration of the program.








Project Title : Homework Haven


• This activity was developed using student data, diagnostic testing, teacher

recommendations, which identifies students that have not met state test standards




Students are assisted with homework assigned by teachers and connected classroom curriculum.

Subject Area/Grade Level:K-5th grades

Target Population:

1st-5th graders

Purpose of the activity: To help with school assignments and projects of students in grades 1-5

who cannot receive help at home either because their parents do not speak English, are working,

or both.

Timeline:


students in academic need. Those participating in academic classes will be selected to attend Computer Lab.





Mediating factors that relate to homework completion are the development of personal

responsibility, the reinforcement of school attachment and belonging, improvement of study skills

and cognitive strategies and motivation.

TEKS Alignment:

Different for every child depending on the homework assignment.




Resources Needed: Library, students’ homework assignments, computers

Agenda:

Students come together (attendance taken): Library Students break-out to identified groups (academic or enrichment)

Students begin homework and activities as directed by teacher

Dismissal



1. Planning: Site Coordinator and Music teacher identify students that would benefit from this

activity.

2. Program Implementation: Identification and registration of students, parent contacts,

identify and gather resources, coordinate snacks and transportation, curriculum alignment and create class schedules.

3. Monitor class implementation and apply interventions as needed: Site coordinator, campus

administration, music teacher continue to meet and analyze student data to adjust groups and instruction as needed. Monitoring and planning with all the above continues throughout the

duration of the program.








Project Title : Beautification

Principles of Effectiveness: Provides students with affective enrichment

Subject Area/Grade Level: Art/Science/Math/5th Grade

Service Problem: Due to lack of resources students beautify areas around school and the community

Purpose of the Project: Beautify school

Academic Goals: Students are exposed to possible future careers for themselves

Timeline

1 INDICATOR:

Student Initiative

Response

1A

How will the students

identify the community

problem/issue?

Students along with teacher identify specific projects/problems in

school and community.

1B

How will they design, plan, and implement the

service that addresses

the community/issue?

They work collaboratively to address the identified project/problem

2 INDICATOR: Thoughtful Service

Response

2A

How will the project

benefit the community as

well as the students?

It will improve the aesthetics of the community. It will teach students

to work together, how to provide services, and to be self-sufficient.

2B

How will the community

know if the community is

a better place because of

the project?

Community will see how students are making an impact on the

environment.

3 INDICATOR:

Authentic Learning

Subject

Area

TEKS

Alignment

Benchmark

or Indicator

Response

3A

How will the project help

students learn the

curriculum content and

develop their skills?

Math/Science CBA scores

3B

How will the students

demonstrate what they

learned?

Progress in

Math and

Science,

increase feeling of

self worth

CBA scores



4 INDICATOR:

Reflective Practice

Response

4A What forms of reflection will students use during

the process?

Use journal for note-taking responding to questions and summarizing learning.

4B How will students

evaluate the project?

Upon completion parents and community will be invited to showcase

final product.

5

INDICATOR:

Substantive

Partnerships

Response

5A

What roles will the community partners play

in the planning,

implementing and

evaluating the project?

Community partners in conjunction with school will schedule visits to their site. Community partners are invited to showcase final product.

5B

How will the project

benefit the partners as

well as the community?

It opens the line of communication; there is a joint cooperative effort

throughout the project.

center service delivery plan - 4.files.edl.io · melissa chacon/rolando herrera school day /...

Documents