web viewnow in its first year of funding for grant #5pcc8,

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Project Narrative – Boys & Girls Clubs of Palm Beach County – Max M. Fisher / Florence De George – Middle School – RFA 2015-2016

Boys & Girls Clubs – Max M. Fisher and Florence De George Middle School Program

Children Achieving & Reaching Educational Success (CARES Program)

5.1 Project Abstract:

The BGCPBC will offer the free 21st CCLC Middle School program at the Florence De George

and Max M. Fisher Boys & Girls Clubs for 2.5 hours after school (M-F, 34 weeks-170 days) and

6 hours daily during the summer (8a-2p, M-F, 7 weeks-37 summer days, 40 students at De

George and 60 at The Max Club). The Max M. Fisher Club (4:15-6:45pm) will serve 10 students

from Howell L. Watkins Middle School and 20 from JFK Middle School during the school year.

The De George Club will serve 20 students from Roosevelt Middle School (3:15-5:45pm) during

the school year. 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

Now in its first year of funding for grant #5PCC8, the BGCPBC’s 21st CCLC program at the Max

M. Fisher and Florence De George Boys & Girls Clubs has not yet undergone a formative or

summative evaluation. However, a March 2015 site visit by the 21st CCLC Senior Program

Development Specialist (SPDS) was used to refine, improve and strengthen the BGCPBC’s 21s

CCLC program in 2015-16. The SPDS highlighted the fact that teachers and students were

engaged and actively participating in activities as a core programmatic strength. Because both

sites offer numerous activities for different age groups at any given time, it was recommended

that the 21st CCLC and BGCPBC staff become cognizant of the 21st CCLC schedule, organized

by grade level, to ensure that participants receive the full range of 21st CCLC offerings, inclusive

of snack and dinner. In the proposed year, schedules will clearly delineate activities according

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to grade level and will be posted throughout both clubs to ensure clarity for members and staff.

Food service will be staggered to ensure that participants arriving late receive both snack and

dinner. Popular recreational activities will also be scheduled late in the day to encourage daily

attainment. The 21st CCLC project administrator, project director, and club director will initiate

assertive recruitment efforts to increase enrollment, especially at the De George Club.

Professional development about the 21st CCLC program for De George staff will stimulate staff

enthusiasm and interest, which will ultimately improve participant satisfaction and increase

average daily attendance (ADA) over current and previous rates. By virtue of hosting meaningful

family educational programs for adult family members throughout the funding period, project

director, club directors, and family service coordinators will confer with family members to

determine and mitigate attendance barriers and immerse them in their child’s 21st CCLC CARE

program.

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 The

Center for Assessment, Strategic Planning, Evaluation and Research (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

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

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

of the American Evaluation Association and American Psychological Association, all evaluations

will be conducted under the ethical codes and established procedures of these professional

organizations.

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)

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

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

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

Florida Department of Education (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

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

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 could 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 See chart

5.4 Partnerships, Collaboration & Sustainability

5.4. a Community Notice

While the 21st CCLC CARES program at the Florence De George and Max M. Fisher Boys &

Girls Clubs is now in its first year of the current grant, the program was funded by the 21st CCLC

program during the previous five years. Due to this longevity and the fact that these two clubs

are located within just 2.1 miles of each other, the local community is aware of the 21st CCLC

program and supportive of the BGCPBC’s intention to vie for year-two 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 be updated to include details of

each 21st CCLC grant, including program description, address, list of feeder schools, hours of

operation, contact information for the site coordinator, and a copy of the approved grant

narrative. The website will be updated at least once a month to highlight student progress and

special projects.

The application has also been discussed in meetings with school district personnel at the school

and district levels. At regular meetings with the County Youth Symposium, the Club’s intention

to apply for these funds, as well as the Club’s operating 21st CCLC programs have been

discussed at length.

5.4. b 21st CCLC Advisory Board

The 21st CCLC advisory board is comprised of at least two parents, two students, 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

https://bgcpbc21stcclc.wordpress.com/

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in supporting the ongoing development of the 21st CCLC 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 participation from existing members. The advisory board meets 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,

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

distribution. The program as described herein is made available to private school students, and

the family educational program is made available to the families. Teachers and other school

personnel are made aware of this opportunity by the same methods, as well. Ongoing

community discussions about the 21st CCLC applications and program, 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

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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).

An anonymous funder supports the delivery of STEAM programs and a Teen Employability

Program at each club. 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 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.

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. 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.

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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

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

of students. Specific 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.

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 CareerSource Palm Beach County, 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

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

academic enrichment programs have informed the overhaul of the BGCPBC’s programmatic

operation. In short, existing 21st CCLC programs, and the lessons gleaned from prior years

have informed the BGCPBC’s overall core academic enrichment programs.

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

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

CCLC program approach serves as the foundation of the BGCPBC’s 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 BGCPBC has 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, have some English language challenges, and is living in a home in which the

household income is at or below poverty level.

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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

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

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Parent Engagement in Student Recruitment:

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

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.

5.5 b Student Program Activities

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 Project

Based Learning (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 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 its 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

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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: Reader’s Theater, which meets the State’s Standards, using

fun interactive and meaningful plays, gives youth 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

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. Our members’ regular school day teachers and 21st CCLC staff will meet monthly

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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 our

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

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 our 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,

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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. 21st CCLC/BGCPBC 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 our children. 21st CCLC students will

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 are

organized according to age. 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.

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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 our 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,

Department of Juvenile Justice, and the Office of Justice Programs 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

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

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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.

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

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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.

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

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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 21st CCLC Max M. Fisher Boys & Girls Club program is located at 221 W. 13th St., Riviera

Beach, FL 33404. The facility is approximately 22,500 square feet and incudes amenities such

as 2 age appropriate classrooms, technology lab, library, kitchen, cafeteria, guidance/

leadership room, science lab, gymnasium, dance studio, and music room. An outdoor play area,

approximately 40 X 20 yards, allows is used for a variety of outdoor, recreational, and playtime

activities. The 21st CCLC participants at “the Max” Club attend Howell L. Watkins and JFK

Middle Schools which range from 2 to 4 miles from the Max, an average of 3 miles each way.

The 21st CCLC Florence De George Boys & Girls Club program is located at 4105 Pinewood

Avenue, West Palm Beach, Florida 33407. The facility is approximately 34,000 square feet and

incudes amenities such as age appropriate classrooms, technology center, library, kitchen,

cafeteria, guidance/ leadership room, science lab, gymnasium, dance studio, music room, and

extensive outdoor play areas. On the north side of the building, a multipurpose, fenced-in field

approximately 50 X 60 yards provides ample space for a variety of recreational and sports

activities. On the south side adjacent to the indoor gym, there is an outdoor basketball court

and a playground, both of which are operated by the City of West Palm Beach Parks and

Recreation Department.

The 21st CCLC participants at “the De George” Club attend Roosevelt Middle School, located

2.25 miles away. The members of both the Max M. Fisher and Florence De George clubs

reside within the feeder schools’ catchment areas. Nearly all of the participants are picked up at

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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.

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 each 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 clubs must report directly to the reception area where they sign the visitor log, and verify

identity. Each 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

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

house and other trainings. The clubs 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 the organization’s

website, www.bgcpbc.org, which highlights the 21st CCLC program. The BGCPBC also has a

website specifically dedicated to its 21st CCLC program at

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

class presentations, special events, family programs, flyers, and calendar of activities to keep

community members and stakeholders informed about the program at each of BGCPBC ‘s 21st

CCLC sites. A copy of the proposed project and approved grant narrative and the outcomes

such as the formative and summative evaluations are uploaded to the website 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. BGCPBC

will also 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.

https://bgcpbc21stcclc.wordpress.com/

http://www.bgcpbc.org/

web viewnow in its first year of funding for grant #5pcc8,

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